CUF07 Screen and Media Training Package

Release: 1.2

Contents

Imprint	18

Preliminary Information	20

History	20

List of AQF Qualifications	22

List of all CUS units in CUS09 Training Package	24

Mapping to Previous Training Package	44

Overview	68

Historical and General Information	72

Introduction to the Industry	74

Qualifications Framework	76

Qualification Pathways	81

Skill Sets in this Training Package	83

Industry Requirements for Employability Skills	85

Assessment Guidelines	90

Competency Standards	116

Whole of Industry Qualification Information	116

Appendices	118

CUF10107 Certificate I in Creative Industries	130

CUF20107 Certificate II in Creative Industries (Media)	134

CUF30107 Certificate III in Media	140

CUF30207 Certificate III in Broadcast Technology	150

CUF30307 Certificate III in Scenery and Set Construction	160

CUF40107 Certificate IV in Screen and Media	168

CUF40207 Certificate IV in Interactive Digital Media	181

CUF40307 Certificate IV in Broadcast Technology	190

CUF40407 Certificate IV in Make-up	200

CUF40507 Certificate IV in Costume for Performance	207

CUF40607 Certificate IV in Scenery and Set Construction	214

CUF50107 Diploma of Screen and Media	223

CUF50207 Diploma of Interactive Digital Media	235

CUF50307 Diploma of Broadcast Technology	245

CUF50407 Diploma of Specialist Make-up Services	254

CUF50507 Diploma of Costume for Performance	263

CUF50607 Diploma of Scenery and Set Construction	271

CUF60107 Advanced Diploma of Screen and Media	280

CUFSS00001 Community Broadcasting Administration Skill Set	289

CUFSS00002 Community Broadcasting Committee Management Skill Set	291

CUFSS00003 Community Broadcasting Coordination Skill Set	293

CUFSS00004 Community Broadcasting Financial Management Skill Set	295

CUFSS00005 Community Broadcasting Management Skill Set	297

CUFSS00006 Community Broadcasting Marketing Skill Set	299

CUFSS00007 Community Broadcasting Program Management Skill Set	301

CUFSS00008 Photographic Make up and Styling Skill Set	303

CUFAIR201A Develop techniques for presenting information on radio	305

CUFAIR301A Present radio programs	313

CUFAIR302A Develop techniques for presenting information to camera	321

CUFAIR401A Conduct interviews	329

CUFAIR402A Present a wide range of radio material	339

CUFAIR501A Explore issues on air	351

CUFANM301A Create 2D digital animations	361

CUFANM302A Create 3D digital animations	371

CUFANM303A Create 3D digital models	384

CUFANM401A Prepare 3D digital models for production	394

CUFANM402A Create digital visual effects	405

CUFANM403A Create titles for screen productions	419

CUFANM501A Create 3D digital character animation	430

CUFANM502A Create 3D digital environments	443

CUFANM503A Design animation and digital visual effects	454

CUFBRD301A Perform basic transmission operations	467

CUFBRD302A Provide production support for television productions	481

CUFBRD303A Prepare video material for television transmission	493

CUFBRD401A Coordinate television transmission operations	507

CUFBRD402A Vision mix television productions	521

CUFBRD403A Transfer film to digital formats	533

CUFBRD501A Operate master control	544

CUFBRT401A Install or upgrade broadcast equipment and facilities	558

CUFBRT402A Maintain broadcast equipment and facilities	571

CUFBRT403A Ensure quality of broadcast output	584

CUFBRT404A Coordinate outside broadcasts	596

CUFBRT501A Collaborate on the design of broadcasting facilities	608

CUFCAM201A Assist with a basic camera shoot	620

CUFCAM301A Shoot material for screen productions	629

CUFCAM302A Rig camera infrastructure	642

CUFCAM401A Shoot a wide range of television content	653

CUFCAM402A Shoot television content in multi-camera environment	667

CUFCAM403A Plan and implement installation of camera supports	679

CUFCAM404A Pull focus	690

CUFCAM501A Shoot material for screen productions under special conditions	702

CUFCAM601A Direct cinematography for screen productions	716

CUFCMP301A Implement copyright arrangements	733

CUFCMP501A Manage and exploit copyright arrangements	742

CUFCOS301A Maintain costume continuity	752

CUFCOS401A Make costumes	762

CUFCOS402A Construct costume components	774

CUFCOS403A Construct blocks for period costumes	784

CUFCOS404A Cut and drape costumes	793

CUFCOS501A Manage an off-site wardrobe department	804

CUFCOS502A Design and construct costume corsetry and undergarments	816

CUFCOS503A Cut and drape complex period costumes	828

CUFCOS504A Design costumes	840

CUFCOS505A Realise costumes	852

CUFDIG201A Maintain interactive content	863

CUFDIG301A Prepare video assets	870

CUFDIG302A Author interactive sequences	879

CUFDIG303A Produce and prepare photo images	888

CUFDIG304A Create visual design components	900

CUFDIG401A Author interactive media	912

CUFDIG402A Design user interfaces	924

CUFDIG403A Create user interfaces	933

CUFDIG404A Apply scripting language in authoring	945

CUFDIG501A Coordinate the testing of interactive media products	952

CUFDIG502A Design web environments	961

CUFDIG503A Design e-learning resources	974

CUFDIG504A Design games	989

CUFDIG505A Design information architecture	1002

CUFDIG506A Design interaction	1013

CUFDIG507A Design digital simulations	1022

CUFDRT401A Direct television programs and segments	1034

CUFDRT501A Direct rehearsals of performers	1046

CUFDRT502A Direct performers	1060

CUFDRT601A Establish the creative vision for screen productions	1073

CUFDRT602A Audition and select performers	1085

CUFDRT603A Direct screen production crews	1095

CUFDRT604A Devise camera coverage	1108

CUFDRT605A Collaborate with editors during post-production	1122

CUFGMT301A Repair and maintain production equipment	1133

CUFHAZ401A Perform hazardous action sequences using vehicles	1148

CUFHAZ402A Perform hazardous action sequences involving fights and falls	1164

CUFHAZ403A Perform hazardous action sequences involving natural elements	1178

CUFHAZ404A Perform hazardous action sequences involving animals	1194

CUFHAZ501A Coordinate hazardous action sequences	1209

CUFIND201A Develop and apply creative arts industry knowledge	1225

CUFIND301B Work effectively in the screen and media industries	1235

CUFIND401A Provide services on a freelance basis	1250

CUFIND402A Develop screen and media specialist expertise	1262

CUFIND403B Work effectively in a costume studio	1272

CUFLGT101A Apply a general knowledge of lighting to work activities	1285

CUFLGT301A Prepare, install and test lighting equipment	1294

CUFLGT302A Record and operate standard lighting cues	1308

CUFLGT303A Install and operate follow spots	1320

CUFLGT304A Operate floor electrics	1329

CUFLGT401A Implement lighting designs	1338

CUFLGT402A Set up, record and operate lighting cues and effects	1352

CUFLGT501A Conceive and develop lighting designs	1364

CUFMUP401A Design, apply and remove make-up	1376

CUFMUP402A Maintain make-up and hair continuity	1390

CUFMUP403A Style hair for performances or productions	1400

CUFMUP404A Style wigs and hairpieces for performances or productions	1412

CUFMUP501A Design and apply specialised make-up	1422

CUFMUP502A Design and apply special make-up effects	1439

CUFMUP503A Create prosthetics for special make-up effects	1457

CUFPOS201A Perform basic vision and sound editing	1472

CUFPOS301A Prepare motion picture film for printing or transfer	1486

CUFPOS302A Process motion picture film	1498

CUFPOS303A Print motion picture film	1508

CUFPOS401A Edit screen content for fast turnaround	1519

CUFPOS402A Manage media assets	1533

CUFPOS403A Colour grade moving images	1543

CUFPOS404A Cut and match film negative	1553

CUFPOS405A Restore moving images	1565

CUFPOS501A Edit complex screen productions	1574

CUFPPM301A Plan and prepare programs	1592

CUFPPM401A Produce programs and program segments	1602

CUFPPM402A Schedule radio playlists	1614

CUFPPM403A Coordinate film and media production services and resources	1624

CUFPPM404A Create storyboards	1637

CUFPPM405A Floor manage studio shoots	1647

CUFPPM406A Organise production locations	1659

CUFPPM407A Coordinate continuity	1670

CUFPPM408A Compile production schedules	1681

CUFPPM409A Organise and facilitate rehearsals	1692

CUFPPM501A Develop and monitor program schedules	1705

CUFPPM502A Write pre-production safety reports	1715

CUFPPM503A Manage safety aspects of screen productions	1729

CUFPPM504A Manage locations for film and media productions	1742

CUFPPM601A Plan and manage film and media pre-production	1754

CUFPPM602A Plan and manage film and media post-production	1765

CUFPRP201A Repair, maintain and alter props	1778

CUFPRP301A Assemble and maintain props	1789

CUFRES201A Collect and organise content for broadcast or publication	1803

CUFRES401A Conduct research	1812

CUFSCE201A Prepare and prime scenic art cloths	1822

CUFSCE202A Repair, maintain and alter scenic art	1832

CUFSET301A Assemble and maintain sets	1843

CUFSFX301A Maintain and repair special effects items	1857

CUFSFX401A Create special effects items	1870

CUFSFX402A Coordinate the logistics of special effects operations	1882

CUFSOU204A Perform basic sound editing	1895

CUFSOU301A Prepare audio assets	1910

CUFSOU302A Compile audio material for broadcast	1919

CUFWRT301A Write content for a range of media	1930

CUFWRT302A Write simple stories	1942

CUFWRT401A Edit texts	1951

CUFWRT402A Write extended stories	1962

CUFWRT403A Write narration and current affairs material	1974

CUFWRT501A Develop storylines and treatments	1987

CUFWRT601A Write scripts	2000

CUFWRT602A Edit scripts	2012

BSBADM405B Organise meetings	2023

BSBADV602B Develop an advertising campaign	2031

BSBADV604B Execute an advertising campaign	2040

BSBADV605B Evaluate campaign effectiveness	2048

BSBATSIC403B Maintain and protect culture	2057

BSBATSIC411B Communicate with the community	2065

BSBATSIL402B Use the constitution	2071

BSBCMM401A Make a presentation	2076

BSBCOM501B Identify and interpret compliance requirements	2084

BSBCON401A Work effectively in a business continuity context	2096

BSBCON601A Develop and maintain business continuity plans	2105

BSBCON701A Establish and review the business continuity management framework and strategies	2120

BSBCRT101A Apply critical thinking techniques	2130

BSBCRT301A Develop and extend critical and creative thinking skills	2139

BSBCRT401A Articulate, present and debate ideas	2150

BSBCRT402A Collaborate in a creative process	2158

BSBCRT403A Explore the history and social impact of creativity	2167

BSBCRT501A Originate and develop concepts	2174

BSBCRT601A Research and apply concepts and theories of creativity	2186

BSBCUS201A Deliver a service to customers	2195

BSBCUS301A Deliver and monitor a service to customers	2203

BSBDES201A Follow a design process	2211

BSBDES202A Evaluate the nature of design in a specific industry context	2220

BSBDES301A Explore the use of colour	2227

BSBDES302A Explore and apply the creative design process to 2D forms	2235

BSBDES303A Explore and apply the creative design process to 3D forms	2243

BSBDES401A Generate design solutions	2251

BSBDES402A Interpret and respond to a design brief	2261

BSBDES403A Develop and extend design skills and practice	2270

BSBDES501A Implement design solutions	2278

BSBDES601A Manage design realisation	2287

BSBDIV301A Work effectively with diversity	2295

BSBEBU401A Review and maintain a website	2301

BSBFIA301A Maintain financial records	2308

BSBFIA401A Prepare financial reports	2317

BSBFIA402A Report on financial activity	2324

BSBFIM501A Manage budgets and financial plans	2333

BSBFIM601A Manage finances	2342

BSBGOV401A Implement Board member responsibilities	2351

BSBGOV402A Work within organisational structure	2359

BSBGOV403A Analyse financial reports and budgets	2367

BSBHRM402A Recruit, select and induct staff	2375

BSBHRM506A Manage recruitment selection and induction processes	2382

BSBINM201A Process and maintain workplace information	2390

BSBINM401A IMPLEMENT WORKPLACE INFORMATION SYSTEM	2397

BSBINN201A Contribute to workplace innovation	2404

BSBINN301A Promote innovation in a team environment	2412

BSBINN501A Establish systems that support innovation	2421

BSBINN502A Build and sustain an innovative work environment	2431

BSBINN601A Manage organisational change	2440

BSBINT401B Research international business opportunities	2449

BSBITU402A Develop and use complex spreadsheets	2457

BSBLED101A Plan skills development	2466

BSBLED401A Develop teams and individuals	2473

BSBMGT402A Implement operational plan	2481

BSBMGT403A Implement continuous improvement	2489

BSBMGT502B Manage people performance	2496

BSBMGT503A Prepare budgets and financial plans	2503

BSBMGT515A Manage operational plan	2513

BSBMGT605B Provide leadership across the organisation	2521

BSBMGT608B Manage innovation and continuous improvement	2530

BSBMGT615A Contribute to organisation development	2538

BSBMGT616A Develop and implement strategic plans	2546

BSBMGT617A Develop and implement a business plan	2553

BSBMKG413A Promote products and services	2560

BSBMKG414A Undertake marketing activities	2568

BSBMKG415A Research international markets	2576

BSBMKG501B Identify and evaluate marketing opportunities	2585

BSBMKG502B Establish and adjust the marketing mix	2594

BSBMKG503A Develop a marketing communications plan	2603

BSBMKG506B Plan market research	2612

BSBMKG513A Promote products and services to international markets	2621

BSBMKG514A Implement and monitor marketing activities	2630

BSBMKG516A Profile international markets	2638

BSBMKG603B Manage the marketing process	2648

BSBMKG605B Evaluate international marketing opportunities	2656

BSBMKG606B Manage international marketing programs	2668

BSBMKG607B Manage market research	2679

BSBMKG608A Develop organisational marketing objectives	2688

BSBMKG609A Develop a marketing plan	2698

BSBOHS201A Participate in OHS processes	2706

BSBOHS407A Monitor a safe workplace	2714

BSBOHS505B Manage hazards in the work environment	2723

BSBOHS509A Ensure a safe workplace	2735

BSBPMG408A Apply contract and procurement procedures	2743

BSBPMG508A Manage project risk	2752

BSBPMG509A Manage project procurement	2759

BSBPMG510A Manage projects	2768

BSBPUB503A Manage fundraising and sponsorship activities	2777

BSBPUR401B Plan purchasing	2786

BSBPUR402B Negotiate contracts	2794

BSBREL401A Establish networks	2802

BSBREL502A Build international business networks	2809

BSBRES401A Analyse and present research information	2818

BSBRKG502B Manage and monitor business or records systems	2827

BSBRSK401A Identify risk and apply risk management processes	2841

BSBRSK501A Manage risk	2849

BSBSMB401A Establish legal and risk management requirements of small business	2858

BSBSMB402A Plan small business finances	2867

BSBSMB403A Market the small business	2875

BSBSMB404A Undertake small business planning	2883

BSBSMB405A Monitor and manage small business operations	2894

BSBSMB408B Manage personal, family, cultural and business obligations	2902

BSBSUS201A Participate in environmentally sustainable work practices	2910

BSBSUS301A Implement and monitor environmentally sustainable work practices	2918

BSBSUS501A Develop workplace policy and procedures for sustainability	2932

BSBWOR202A Organise and complete daily work activities	2943

BSBWOR203A Work effectively with others	2951

BSBWOR302A Work effectively as an off site worker	2958

BSBWOR401A Establish effective workplace relationships	2967

BSBWOR402A Promote team effectiveness	2976

BSBWOR502A Ensure team effectiveness	2984

BSBWRT401A Write complex documents	2991

BSBWRT501A Write persuasive copy	2999

CHCORG25B Recruit and co-ordinate volunteers	3007

CPCCCM1005A Carry out measurements and calculations	3022

CPCCCM2001A Read and interpret plans and specifications	3032

CPCCLDG3001A Licence to perform dogging	3043

CPCCLRG3001A Licence to perform rigging basic level	3054

CPCCLRG3002A Licence to perform rigging intermediate level	3068

CPCCLRG4001A Licence to perform rigging advanced level	3081

CPCCOHS1001A Work safely in the construction industry	3094

CPCCSC2002A Erect and dismantle basic scaffolding	3106

CPCCSF2001A Handle steelfixing materials	3118

CUEAUD06B Apply a general knowledge of vision systems to work activities	3129

CUECOS02C Apply art finishing	3137

CUECOS10B Make period costumes	3145

CUECOS11B Make character costumes	3154

CUECOS12B Make costumes for dance and physical theatre	3163

CUECOS13B Create theatrical millinery	3172

CUECOS14B Construct hard and soft sculptured costume accessories	3180

CUECOS15B Construct hard and soft sculptured specialised costumes	3189

CUECOS302A Dress performers	3197

CUECOS303A Modify, repair and maintain costumes	3206

CUECOS405A Coordinate costume manufacture	3215

CUEIND01C Source and apply entertainment industry knowledge	3226

CUEIND02B Research and evaluate theatrical references to inform industry practice	3233

CUEPRP02B Research, obtain and prepare props	3240

CUEPRP03B Apply a general knowledge of props construction	3248

CUEPRP04B Use casting and moulding techniques to make props	3255

CUEPRP05B Make prop furniture	3262

CUEPRP06B Construct mechanical props	3269

CUEPRP07B Make props using mixed media	3276

CUEPRP501A Conceive, develop and realise prop designs	3285

CUESCE04C Use research, innovation and experimentation to produce scenic art	3297

CUESCE05B Apply a general knowledge of scenic art	3306

CUESCE06B Use scenic art painting techniques	3313

CUESCE07B Create special effects for scenic art	3320

CUESCE08B Realise scenic art designs	3327

CUESET04C Use research, innovation and experimentation to create props	3337

CUESET05C Apply set construction techniques	3345

CUESET07C Use research, innovation and experimentation to create sets	3353

CUESET09B Construct soft scenery	3361

CUESET10B Construct mechanical sets	3368

CUESET11B Develop set construction plans to meet design requirements	3376

CUESET17B Develop props construction plans to meet design requirements	3385

CUESET302A Make sets	3394

CUESET501A Conceive, develop and realise set designs	3405

CUESMT12B Analyse performance outline/script	3418

CUESOU07B Apply a general knowledge of audio to work activities	3426

CUESTA01C Install staging elements	3434

CUESTA05C Apply a general knowledge of staging to work activities	3443

CUESTA06B Apply a general knowledge of theatrical rigging	3451

CUETEM01C Coordinate production operations	3458

CUETEM03C Establish and manage production requirements and resources	3466

CUETEM06B Organise and monitor bump in/bump out	3474

CUETEM08B Realise productions	3482

CUETGE15B Handle physical elements during bump in/bump out	3490

CULLB307C Use multimedia	3497

CULMS412B Record and maintain collection information	3503

CUSMPF101A Develop skills to play or sing music	3512

CUSMPF102A Develop ensemble skills to perform simple musical parts	3521

CUSOHS301A Follow occupational health and safety procedures	3527

CUSSOU201A Assist with sound recordings	3544

CUSSOU202A Mix sound in a broadcasting environment	3554

CUSSOU302A Record and mix a basic music demo	3564

CUSSOU303A Set up and disassemble audio equipment	3575

CUSSOU304A Restore audio tracks	3591

CUSSOU305A Analyse soundtracks	3602

CUSSOU402A Develop and implement sound plans	3609

CUSSOU403A Perform advanced sound editing	3619

CUSSOU404A Edit dialogue	3632

CUSSOU406A Record sound on location	3644

CUSSOU407A Coordinate location sound recording	3655

CUSSOU501A Develop sound designs	3667

CUSSOU502A Produce sound recordings	3679

CUSSOU503A Implement sound designs	3691

CUSSOU504A Create a final sound balance	3703

CUSSOU505A Compile music for soundtracks	3715

CUSSOU601A Manage production of sound designs	3727

CUSSOU602A Manage production of sound recordings	3740

CUVCOR02B Develop and articulate concept for own work	3752

CUVCOR08B Produce drawings to represent and communicate the concept	3758

CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept	3764

CUVCRS03B Produce computer-aided drawings	3772

CUVCRS04B Produce technical drawings	3779

CUVCRS06B Make scale models	3787

CUVDSP07B Research and apply techniques for graphic design	3796

CUVDSP11B Research and apply techniques for illustrative work	3805

CUVPRP02B Develop understanding of own Aboriginal or Torres Strait Islander identity	3814

CUVVSP14B Apply techniques to produce drawings	3820

CUVVSP27B Produce jewellery	3827

CUVVSP28B Research and experiment with techniques to produce jewellery	3835

CUVVSP34B Apply techniques to produce paintings	3846

CUVVSP55B Produce textile/fibre work	3853

CUVVSP56B Research and experiment with techniques to produce textile/fibre work	3862

CUVVSP58B Produce wood objects	3875

CUVVSP59B Research and experiment with techniques to produce wood objects	3884

HLTFA201A Provide basic emergency life support	3895

HLTFA301B Apply first aid	3904

HLTFA402B Apply advanced first aid	3917

HLTFA403A Manage first aid in the workplace	3931

ICAA5138B Determine acceptable developers for projects	3943

ICAD4217B Create technical documentation	3952

ICAD5092B Update and document operational procedures	3961

ICAI3020B Install and optimise operating system software	3969

ICAI3021B Connect internal hardware components	3977

ICAI3101B Install and manage network protocols	3986

ICAI4029B Install network hardware to a network	3995

ICAI4030B Install software to networked computers	3997

ICAI4097B Install and configure a network	4007

ICAI5212B Implement quality assurance process for websites	4009

ICAS3034B Determine and action network problems	4018

ICAS3115B Maintain equipment and software in working order	4027

ICAS4109B Evaluate system status	4036

ICAS4114B Implement maintenance procedures	4045

ICAS4127B Support system software	4054

ICAS5103B Establish and maintain client user liaison during support activity	4065

ICAS5199B Manage business websites and servers	4073

ICAS5202B Ensure privacy for users	4082

ICAS5203B Evaluate and select a web hosting service	4090

ICAT3025B Run standard diagnostic tests	4099

ICAT4221B Locate equipment, system and software faults	4107

ICAU1128B Operate a personal computer	4115

ICAU1133B Send and retrieve information using web browsers and email	4124

ICAU1204B Locate and use relevant on-line information	4134

ICAU2006B Operate computing packages	4142

ICAU3019B Migrate to new technology	4151

ICAU3126B Use advanced features of computer applications	4160

ICPMM296A Create and test a CD-ROM/DVD	4167

ICTTC008D Terminate metallic conductor cable	4173

ICTTC009D Place, secure and terminate structured cabling and certify installation	4184

ICTTC011D Place, secure and terminate coaxial cable	4192

ICTTC013D Perform an accurate customer premises cable and system test	4201

ICTTC066D Joint and terminate coaxial cable	4210

ICTTC096D Conduct field tests of radio and wireless networks	4220

ICTTC102D Repair communication system faults	4230

ICTTC104D Maintain an electronic system	4240

ICTTC136C Install, maintain and modify customer premises communications cabling: ACMA Restricted Rule	4247

ICTTC137C Install, maintain and modify customer premises communications cabling: ACMA Open Rule	4256

LMTCL2004B Sew components	4270

LMTCL2013B Block and shape headwear by machine	4278

LMTCL2016B Trim headwear	4284

LMTCL3003B Perform garment repairs and alterations	4291

LMTFD4006B Interact and network with fashion industry participants	4299

LMTFD4011B Cut fabrics for prototype designs	4307

LMTFD4013B Grade 2D patterns	4315

LMTFD4015B Create pattern from block to meet customer specifications	4323

LMTFD5019B Analyse individual fit and make pattern alterations	4331

LMTML2008A Assemble simple blocked millinery components	4339

LMTML4001A Undertake specific millinery construction techniques	4346

LMTML4002A Rejuvenate millinery	4353

MEM05012C Perform routine manual metal arc welding	4362

MEM18001C Use hand tools	4369

MEM18002B Use power tools/hand held operations	4376

SRXHRM001B Manage volunteers	4383

TAADEL403B Facilitate individual learning	4398

TAADEL404B Facilitate work-based learning	4416

TAADES503B Research and design e-learning resources	4432

TAADES504B Develop and evaluate e-learning resources	4451

TAATAS501B Undertake organisational training needs analysis	4465

TAATAS502B Prepare a tender bid	4480

TAATAS503B Manage contracted work	4493

UEENEEE003B Solve problems in extra-low voltage single path circuits	4510

UEENEEE004B Solve problems in multiple path d.c. circuits	4519

UEENEEH007B Carry out repairs of predictable faults in general electronic apparatus	4529

UEENEEH011B Troubleshoot d.c. power supplies with single phase input	4540

UEENEEH012B Troubleshoot digital subsystems	4550

UEENEEH013B Troubleshoot amplifiers	4561

UEENEEH014B Troubleshoot frequency dependent circuits	4572

UEENEEH017B Carry out repairs of predictable faults in audio and video replay/recording apparatus	4583

UEENEEH018B Find and repair faults in electronic apparatus	4594

UEENEEH024B Carry out repairs of predictable faults in audio components	4605

UEENEEH026B Provide solutions to polyphase electronic power control problems	4615

UEENEEH027B Commission commercial radio frequency (RF) transmission and reception systems	4626

UEENEEH028B Install microwave and antennae and waveguides	4636

UEENEEH039B Troubleshoot basic amplifiers	4646

UEENEEH042B Troubleshoot oscillators	4657

UEENEEH043B Diagnose and rectify faults in digital subsystems of electronic controls	4667

UEENEEH044B Diagnose and rectify faults in analogue circuits and components in electronic control systems	4679

UEENEEH045B Develop solutions to analogue electronic problems	4691

UEENEEH048B Design and develop advanced digital systems	4702

UEENEEH049B Develop solutions to audio electronic problems	4711

UEENEEH072B Find and repair faults in communication systems	4722

UEENEEH073B Find and repair faults in professional audio reproduction components	4733

UEENEEH074B Find and repair faults in audio/video recording equipment	4743

UEENEEH076B Diagnose and rectify faults in display circuits	4753

UEENEEH077B Diagnose and rectify faults in recording and replay apparatus	4763

UEENEEH078B Diagnose and rectify faults in camera circuits	4773

UEENEEH080B Diagnose and rectify faults in digital transmission systems	4783

WRBFS203B Design and apply make-up for photography	4793

WRHHD405A Select and apply hair extensions	4808

WRHHD408A Make wigs and hairpieces	4819

Modification History

Version Modification History

Version	Release Date	Comments
1.2	?? 2010	Inclusion of the NQC flexibility rules relating to the mix of importable units and provision for access to accredited courses to the following qualifications: CUF10107 Certificate I in Creative Industries CUF20107 Certificate II in Creative Industries (Media) CUF30107 Certificate III in Media CUF30207 Certificate III in Broadcast Technology CUF30307 Certificate III in Scenery and Set Construction CUF40107 Certificate IV in Screen and Media CUF40207 Certificate IV in Interactive Digital Media CUF40307 Certificate IV in Broadcast Technology CUF40407 Certificate IV in Make-up CUF40507 Certificate IV in Costume for Performance CUF40607 Certificate IV in Scenery and Set Construction CUF50107 Diploma of Screen and Media CUF50207 Diploma of Interactive Digital Media CUF50307 Diploma of Broadcast Technology CUF50407 Diploma of Specialist Make-up Services CUF50507 Diploma of Costume for Performance CUF50607 Diploma of Scenery and Set Construction CUF60107 Advanced Diploma of Screen and Media Inclusion of business continuity units into the elective pool for the following qualifications: CUF30107 Certificate III in Media CUF40107 Certificate IV in Screen and Media CUF40207 Certificate IV in Interactive Digital Media CUF40307 Certificate IV in Broadcast Technology CUF40407 Certificate IV in Make-up CUF40507 Certificate IV in Costume for Performance CUF40607 Certificate IV in Scenery and Set Construction CUF50107 Diploma of Screen and Media CUF50207 Diploma of Interactive Digital Media CUF50307 Diploma of Broadcast Technology CUF50407 Diploma of Specialist Make-up Services CUF50507 Diploma of Costume for Performance CUF50607 Diploma of Scenery and Set Construction CUF60107 Advanced Diploma of Screen and Media Inclusion of appropriate sustainability unit from Business Services training package into the elective pool of: CUF20107 Certificate II in Creative Industries (Media) CUF30107 Certificate III in Media CUF30207 Certificate III in Broadcast Technology CUF30307 Certificate III in Scenery and Set Construction CUF40107 Certificate IV in Screen and Media CUF40207 Certificate IV in Interactive Digital Media CUF40307 Certificate IV in Broadcast Technology CUF40407 Certificate IV in Make-up CUF40507 Certificate IV in Costume for Performance CUF40607 Certificate IV in Scenery and Set Construction CUF50107 Diploma of Screen and Media CUF50207 Diploma of Interactive Digital Media CUF50307 Diploma of Broadcast Technology CUF50407 Diploma of Specialist Make-up Services CUF50507 Diploma of Costume for Performance CUF50607 Diploma of Scenery and Set Construction CUF60107 Advanced Diploma of Screen and Media Inclusion of specific reference to knowledge relating to sustainability issues in screen and media in the following units: CUFIND301A Work effectively in the screen and media industries CUFIND403A Work effectively in a costume studio This affects the following qualifications: CUF30107 Certificate III in Media CUF30207 Certificate III in Broadcast Technology CUF30307 Certificate III in Scenery and Set Construction CUF40107 Certificate IV in Screen and Media CUF40207 Certificate IV in Interactive Digital Media CUF40307 Certificate IV in Broadcast Technology CUF40407 Certificate IV in Make-up CUF40507 Certificate IV in Costume for Performance CUF40607 Certificate IV in Scenery and Set Construction CUF50307 Diploma of Broadcast Technology CUF50507 Diploma of Costume for Performance CUF50607 Diploma of Scenery and Set Construction Inclusion of additional units into CUF50107 Diploma of Screen and Media: CUSSOU406A Record sound on location CUSSOU407A Coordinate location sound recording Addition of four imported qualifications: CUS30309 Certificate III in Music Business CUS40309 Certificate IV in Music Business CUS50309 Diploma of Music Business CUS60309 Advanced Diploma of Music Business
1.1	?? 2009	Addition of reference to the ‘National Standard for ‘Licensing Persons Performing High Risk Work’ and the ‘National Code of Practice for Induction for Construction Work’ to the section on licensing, legislative, regulatory or certification considerations in the following qualifications: CUF30107 Certificate III in Media CUF30207 Certificate III in Broadcasting Technology CUF30307 Certificate III in Scenery and Set Construction CUF40107 Certificate IV in Screen and Media CUF40307 Certificate IV in Broadcast Technology CUF40607 Certificate IV in Scenery and Set Construction CUF50107 Diploma of Screen and Media CUF50307 Diploma of Broadcast Technology CUF50607 Diploma of Scenery and Set Construction Replacement of ‘BSBOHS201A Participate in OHS processes’ with ‘CUSOHS301A Follow occupational health and safety procedures’. CUSOHS301A is equivalent to BSBOHS201A and is a core unit in the following qualifications: CUF20107 Certificate II in Creative Industries (Media) CUF30107 Certificate III in Media CUF30207 Certificate III in Broadcasting Technology CUF30307 Certificate III in Scenery and Set Construction CUF40107 Certificate IV in Screen and Media CUF40207 Certificate IV in Interactive Digital Media CUF40307 Certificate IV in Broadcast Technology CUF40407 Certificate IV in Make-up CUF40507 Certificate IV in Costume for Performance. Addition of the following units from the CUS09 Music Training Package as electives in relevant qualifications:] * CUS09 units imported into CUF07 v1.1 Mapping details to CUF07 v1.0 * CUSMPF102A Develop ensemble skills to perform simple musical parts No equivalent unit * CUSSOU201A Assist with sound recordings Replaces and equivalent to CUSSOU04A Record sound * CUSSOU202A Mix sound in a broadcasting environment Replaces CUSSOU09A Mix sound sources. Not equivalent. * CUSSOU302A Record and mix a basic music demo No equivalent unit * CUSSOU303A Set up and disassemble audio equipment  Replaces CUSSOU13A Set up, operate and de-rig portable sound recording equipment. Not equivalent. * CUSSOU304A Restore audio tracks  Replaces CUSSOU10A De-noise soundtracks. Not equivalent * CUSSOU305A Analyse soundtracks  Replaces and equivalent to CUSSOU14A Breakdown soundtrack * CUSSOU402A Develop and implement sound plans  Replaces and equivalent to CUSSOU23A Specify sound system * CUSSOU403A Perform advanced sound editing  No equivalent unit * CUSSOU404A Edit dialogue  No equivalent unit * CUSSOU406A Record sound on location  No equivalent unit * CUSSOU407A Coordinate location sound recording  No equivalent unit * CUSSOU501A Develop sound designs  Replaces and equivalent to CUSSOU16A Develop sound design * CUSSOU502A Produce sound recordings Replaces and equivalent to CUSSOU17A Develop and implement sound production for a recording * CUSSOU503A Implement sound designs  Replaces and equivalent to CUSSOU22A Implement sound design * CUSSOU504A Create a final sound balance  Replaces and equivalent to CUSSOU15A Create a final sound balance * CUSSOU505A Compile music for soundtracks  Replaces and equivalent to CUSSOU20A Compile music for a soundtrack * CUSSOU601A Manage production of sound designs  Replaces and equivalent to CUSSOU18A Manage production for sound design * CUSSOU602A Manage production of sound recordings  Replaces and equivalent to CUSSOU19A Manage production for sound recording All units transferred into the DEEWR approved unit template. Codes of imported units updated (where amendments have been made through parent Training Package reviews).
1	January 2008	Primary release

Imprint

CUF07 Screen and Media Training Package

Published by: Innovation and Business Industry Skills Council Building B, Level 2 192 Burwood Road Hawthorn, 3122, VIC

ABN: 74 109 600 302

Phone: (03) 9815 7000

Fax: (03) 9815 7001

Email:

Website: http://www.ibsa.org.au

First published: 1 January 2007

ISBN:

Printed by:

AEShareNet Code:

Print Version No: 1.2

Release Date: November 2010

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 1.2 - 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 Industry Skills Council at http://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. When a Training Package is reviewed it is considered to be a new Training Package for the purposes of version control, and is Version 1. Do not confuse the version number with the Training Packages national code (which remains the same during its period of endorsement).

History

History
This second edition of the Screen and Media Training Package has been updated to include new and revised units in the area of sound production which were developed for the CUS09 Music Training Package. It also provides improved advice on licensing and regulatory requirements. CUF07 Screen and Media Training Package is a revision of CUF01 Film, Television, Radio and Multimedia Training Package, which was developed by the now defunct CREATE Australia. Version 1 of CUF01 was endorsed on 1 May 2001 and, for the first time in Australia, provided national qualifications for vocational education and training in the film, television, radio and multimedia industry. The Training Package covered diverse occupations in screen (film and television), broadcasting (television and radio), broadcast engineering and multimedia. A review of the Training Package in 2003 resulted in the introduction of units to CUF50501 Diploma of Broadcasting plus unit title and code corrections. Additional updates to the Package in 2003 resulted in changes to the unit CUFPOP09A Conduct a briefing and changes within the Certificate IV and Diploma of Makeup. Units were also added to the pool of units in groups B and C. CUF07 sees a number of revisions to the Training Package, including a change in the title. The new title ‘Screen and Media’ reflects industry convergence arising from new production techniques in the digital age. The industry coverage remains the same as for CUF01; namely creative, management, administration and technical production roles in the screen and media industries, which encompass: film production (primary release through cinemas) television production radio broadcasting interactive digital media (e.g. electronic games, websites, educational resources). CUF07 also sees the introduction skill sets which provide pathways into the Diploma of Screen and Media and Diploma of Specialist Makeup Services as well as into qualifications in the BSB07 Business Services Training Package.

List of AQF Qualifications

List of AQF Qualifications

Qualification Code	Title
Preparatory pathway qualifications
CUF10107	Certificate I in Creative Industries
CUF20107	Certificate II in Creative Industries (Media)
Broadcast technology qualifications
CUF30207	Certificate III in Broadcast Technology
CUF40307	Certificate IV in Broadcast Technology
CUF50307	Diploma of Broadcast Technology
Costume qualifications
CUF40507	Certificate IV in Costume for Performance
CUF50507	Diploma of Costume for Performance
Interactive digital media qualifications
CUF40207	Certificate IV in Interactive Digital Media
CUF50207	Diploma of Interactive Digital Media
Make-up
CUF40407	Certificate IV in Makeup
CUF50407	Diploma of Specialist Makeup Services
Scenery and set construction qualifications
CUF30307	Certificate III in Scenery and Set Construction
CUF40607	Certificate IV in Scenery and Set Construction
CUF50607	Diploma of Scenery and Set Construction
Screen and media qualifications
CUF30107	Certificate III in Media
CUF40107	Certificate IV in Screen and Media
CUF50107	Diploma of Screen and Media
CUF60107	Advanced Diploma of Screen and Media
Music business qualifications
CUS30309	Certificate III in Music Business
CUS40309	Certificate IV in Music Business
CUS50309	Diploma of Music Business
CUS60309	Advanced Diploma of Music Business

List of all CUS units in CUS09 Training Package

Code	Title	Prerequisite
CUFAIR201A	Develop techniques for presenting information on radio	None
CUFAIR301A	Present radio programs	None
CUFAIR302A	Develop techniques for presenting information to camera	None
CUFAIR401A	Conduct interviews	None
CUFAIR402A	Present a wide range of radio material	None
CUFAIR501A	Explore issues on air	None
CUFANM301A	Create 2D digital animations	None
CUFANM302A	Create 3D digital animations	None
CUFANM303A	Create 3D digital models	None
CUFANM401A	Prepare 3D digital models for production	CUFANM303A
CUFANM402A	Create digital visual effects	None
CUFANM403A	Create titles for screen productions	None
CUFANM501A	Create 3D digital character animation	CUFANM302A
CUFANM502A	Create 3D digital environments	None
CUFANM503A	Design animation and digital visual effects	None
CUFBRD301A	Perform basic transmission operations	None
CUFBRD302A	Provide production support for television productions	None
CUFBRD303A	Prepare video material for television transmission	None
CUFBRD401A	Coordinate television transmission operations	None
CUFBRD402A	Vision mix television productions	None
CUFBRD403A	Transfer film to digital formats	None
CUFBRD501A	Operate master control	None
CUFBRT401A	Install or upgrade broadcast equipment and facilities	None
CUFBRT402A	Maintain broadcast equipment and facilities	None
CUFBRT403A	Ensure quality of broadcast output	None
CUFBRT404A	Coordinate outside broadcasts	None
CUFBRT501A	Collaborate on the design of broadcasting facilities	CUFBRT402A
CUFCAM201A	Assist with a basic camera shoot	None
CUFCAM301A	Shoot material for screen productions	None
CUFCAM302A	Rig camera infrastructure	None
CUFCAM401A	Shoot a wide range of television content	None
CUFCAM402A	Shoot television content in a multi-camera environment	None
CUFCAM403A	Plan and implement installation of camera supports	None
CUFCAM404A	Pull focus	None
CUFCAM501A	Shoot material for screen productions under special conditions	None
CUFCAM601A	Direct cinematography for screen productions	None
CUFCMP301A	Implement copyright arrangements	None
CUFCMP501A	Manage and exploit copyright arrangements	None
CUFCOS301A	Maintain costume continuity	None
CUFCOS401A	Make costumes	None
CUFCOS402A	Construct costume components	None
CUFCOS403A	Construct blocks for period costumes	None
CUFCOS404A	Cut and drape costumes	None
CUFCOS501A	Manage an off-site wardrobe department	None
CUFCOS502A	Design and construct costume corsetry and undergarments	None
CUFCOS503A	Cut and drape complex period costumes	CUFCOS404A
CUFCOS504A	Design costumes	None
CUFCOS505A	Realise costumes	None
CUFDIG201A	Maintain interactive content	None
CUFDIG301A	Prepare video assets	None
CUFDIG302A	Author interactive sequences	None
CUFDIG303A	Produce and prepare photo images	None
CUFDIG304A	Create visual design components	None
CUFDIG401A	Author interactive media	None
CUFDIG402A	Design user interfaces	None
CUFDIG403A	Create user interfaces	None
CUFDIG404A	Apply scripting language in authoring	None
CUFDIG501A	Coordinate the testing of interactive media products	None
CUFDIG502A	Design web environments	None
CUFDIG503A	Design e-learning resources	None
CUFDIG504A	Design games	None
CUFDIG505A	Design information architecture	None
CUFDIG506A	Design interaction	None
CUFDIG507A	Design digital simulations	None
CUFDRT401A	Direct television programs and segments	None
CUFDRT501A	Direct rehearsals of performers	None
CUFDRT502A	Direct performers	None
CUFDRT601A	Establish the creative vision for screen productions	None
CUFDRT602A	Audition and select performers	None
CUFDRT603A	Direct screen production crews	None
CUFDRT604A	Devise camera coverage	None
CUFDRT605A	Collaborate with editors during post -production	None
CUFGMT301A	Repair and maintain production equipment	None
CUFHAZ401A	Perform hazardous action sequences using vehicles	None
CUFHAZ402A	Perform hazardous action sequences involving fights and falls	None
CUFHAZ403A	Perform hazardous action sequences involving natural elements	None
CUFHAZ404A	Perform hazardous action sequences involving animals	None
CUFHAZ501A	Coordinate hazardous action sequences	None
CUFIND201A	Develop and apply creative arts industry knowledge	None
CUFIND301B	Work effectively in the screen and media industries	None
CUFIND401A	Provide services on a freelance basis	None
CUFIND402A	Develop screen and media specialist expertise	None
CUFIND403B	Work effectively in a costume studio	(CUFCOS401A CUFCOS402A)
CUFLGT101A	Apply a general knowledge of lighting to work activities	None
CUFLGT301A	Prepare, install and test lighting equipment	None
CUFLGT302A	Record and operate standard lighting cues	None
CUFLGT303A	Install and operate follow spots	None
CUFLGT304A	Operate floor electrics	None
CUFLGT401A	Implement lighting designs	None
CUFLGT402A	Set up, record and operate lighting cues and effects	None
CUFLGT501A	Conceive and develop lighting designs	None
CUFMUP401A	Design, apply and remove make-up	None
CUFMUP402A	Maintain make-up and hair continuity	None
CUFMUP403A	Style hair for performances or productions	None
CUFMUP404A	Style wigs and hairpieces for performances or productions	None
CUFMUP501A	Design and apply specialised make-up	CUFMUP401A
CUFMUP502A	Design and apply special make-up effects	CUFMUP401A
CUFMUP503A	Create prosthetics for special make-up effects	None
CUFPOS201A	Perform basic vision and sound editing	None
CUFPOS301A	Prepare motion picture film for printing or transfer	None
CUFPOS302A	Process motion picture film	None
CUFPOS303A	Print motion picture film	None
CUFPOS401A	Edit screen content for fast turnaround	None
CUFPOS402A	Manage media assets	None
CUFPOS403A	Colour grade moving images	None
CUFPOS404A	Cut and match film negative	None
CUFPOS405A	Restore moving images	None
CUFPOS501A	Edit complex screen productions	None
CUFPPM301A	Plan and prepare programs	None
CUFPPM401A	Produce programs and program segments	None
CUFPPM402A	Schedule radio playlists	None
CUFPPM403A	Coordinate film and media production services and resources	None
CUFPPM404A	Create storyboards	None
CUFPPM405A	Floor manage studio shoots	None
CUFPPM406A	Organise production locations	None
CUFPPM407A	Coordinate continuity	None
CUFPPM408A	Compile production schedules	None
CUFPPM409A	Organise and facilitate rehearsals	None
CUFPPM501A	Develop and monitor program schedules	None
CUFPPM502A	Write pre-production safety reports	None
CUFPPM503A	Manage safety aspects of screen productions	None
CUFPPM504A	Manage locations for film and media productions	None
CUFPPM601A	Plan and manage film and media pre-production	None
CUFPPM602A	Plan and manage film and media post-production	None
CUFPRP201A	Repair, maintain and alter props	None
CUFPRP301A	Assemble and maintain props	None
CUFRES201A	Collect and organise content for broadcast or publication	None
CUFRES401A	Conduct research	None
CUFSCE201A	Prepare and prime scenic art cloths	None
CUFSCE202A	Repair, maintain and alter scenic art	None
CUFSET301A	Assemble and maintain sets	None
CUFSFX301A	Maintain and repair special effects items	None
CUFSFX401A	Create special effects items	None
CUFSFX402A	Coordinate the logistics of special effects operations	None
CUFSOU204A	Perform basic sound editing	None
CUFSOU301A	Prepare audio assets	None
CUFSOU302A	Compile audio material for broadcast	None
CUFWRT301A	Write content for a range of media	None
CUFWRT302A	Write simple stories	None
CUFWRT401A	Edit texts	None
CUFWRT402A	Write extended stories	None
CUFWRT403A	Write narration and current affairs material	None
CUFWRT501A	Develop storylines and treatments	None
CUFWRT601A	Write scripts	None
CUFWRT602A	Edit scripts	None

Imported units of competency in this Training Package

Code	Title	Origin
BSBADM405B	Organise meetings	BSB07
BSBADV602B	Develop an advertising campaign	BSB07
BSBADV604B	Execute an advertising campaign	BSB07
BSBADV605B	Evaluate campaign effectiveness	BSB07
BSBATSIC403B	Maintain and protect culture	BSB07
BSBATSIC411B	Communicate with the community	BSB07
BSBATSIL402B	Use the constitution	BSB07
BSBATSIM415B	Contribute to a positive and culturally appropriate workplace	BSB07
BSBCMM401A	Make a presentation	BSB07
BSBCOM501B	Identify and interpret compliance requirements	BSB07
BSBCRT101A	Apply critical thinking techniques	BSB07
BSBCRT301A	Develop and extend critical and creative thinking skills	BSB07
BSBCRT401A	Articulate, present and debate ideas	BSB07
BSBCRT402A	Collaborate in a creative process	BSB07
BSBCRT403A	Explore the history and social impact of creativity	BSB07
BSBCRT501A	Originate and develop concepts	BSB07
BSBCRT601A	Research and apply concepts and theories of creativity	BSB07
BSBCUS201A	Deliver a service to customers	BSB07
BSBCUS301A	Deliver and monitor a service to customers	BSB07
BSBDES201A	Follow a design process	BSB07
BSBDES202A	Evaluate the nature of design in a specific industry context	BSB07
BSBDES301A	Explore the use of colour	BSB07
BSBDES302A	Explore and apply the creative design process to 2D forms	BSB07
BSBDES303A	Explore and apply the creative design process to 3D forms	BSB07
BSBDES304A	Source and apply design industry knowledge	BSB07
BSBDES305A	Source and apply information on the history and theory of design	BSB07
BSBDES401A	Generate design solutions	BSB07
BSBDES402A	Interpret and respond to a design brief	BSB07
BSBDES403A	Develop and extend design skills and practice	BSB07
BSBDES501A	Implement design solutions	BSB07
BSBDES502A	Establish, negotiate and refine a design brief	BSB07
BSBDES601A	Manage design realisation	BSB07
BSBDES602A	Research global design trends	BSB07
BSBDIV301A	Work effectively with diversity	BSB07
BSBEBU401A	Review and maintain a website	BSB07
BSBFIA301A	Maintain financial records	BSB07
BSBFIA401A	Prepare financial reports	BSB07
BSBFIA402A	Report on financial activity	BSB07
BSBFIM501A	Manage budgets and financial plans	BSB07
BSBFIM601A	Manage finances	BSB07
BSBGOV401A	Implement Board member responsibilities	BSB07
BSBGOV402A	Work within organisational structure	BSB07
BSBGOV403A	Analyse financial reports and budgets	BSB07
BSBHRM402A	Recruit, select and induct staff	BSB07
BSBHRM506A	Manage recruitment selection and induction processes	BSB07
BSBINM201A	Process and maintain workplace information	BSB07
BSBINM401A	Implement workplace information system	BSB07
BSBINN201A	Contribute to workplace innovation	BSB07
BSBINN301A	Promote innovation in a team environment	BSB07
BSBINN501A	Establish systems that support innovation	BSB07
BSBINN502A	Build and sustain an innovative work environment	BSB07
BSBINN601A	Manage organisational change	BSB07
BSBINT401B	Research international business opportunities	BSB07
BSBITU102A	Develop keyboard skills	BSB07
BSBITU402A	Develop and use complex spreadsheets	BSB07
BSBLED101A	Plan skills development	BSB07
BSBLED401A	Develop teams and individuals	BSB07
BSBMGT402A	Implement operational plan	BSB07
BSBMGT403A	Implement continuous improvement	BSB07
BSBMGT502B	Manage people performance	BSB07
BSBMGT515A	Manage operational plan	BSB07
BSBMGT605B	Provide leadership across the organisation	BSB07
BSBMGT608B	Manage innovation and continuous improvement	BSB07
BSBMGT615A	Contribute to organisation development	BSB07
BSBMGT616A	Develop and implement strategic plans	BSB07
BSBMGT617A	Develop and implement a business plan	BSB07
BSBMKG413A	Promote products and services	BSB07
BSBMKG414A	Undertake marketing activities	BSB07
BSBMKG415A	Research international markets	BSB07
BSBMKG501B	Identify and evaluate marketing opportunities	BSB07
BSBMKG502B	Establish and adjust the marketing mix	BSB07
BSBMKG503A	Develop a marketing communications plan	BSB01
BSBMKG506B	Plan market research	BSB07
BSBMKG513A	Promote products and services to international markets	BSB07
BSBMKG514A	Implement and monitor marketing activities	BSB07
BSBMKG516A	Profile international markets	TBA
BSBMKG603B	Manage the marketing process	BSB07
BSBMKG605B	Evaluate international marketing opportunities	BSB07
BSBMKG606B	Manage international marketing programs	BSB07
BSBMKG607B	Manage market research	BSB07
BSBMKG608A	Develop organisational marketing objectives	BSB07
BSBMKG609A	Develop a marketing plan	BSB07
BSBOHS201A	Participate in OHS processes	BSB07
BSBOHS407A	Monitor a safe workplace	BSB07
BSBOHS505B	Manage hazards in the work environment	BSB07
BSBOHS509A	Ensure a safe workplace	BSB07
BSBPMG408A	Apply contract and procurement procedures	BSB07
BSBPMG508A	Manage project risk	BSB07
BSBPMG509A	Manage project procurement	BSB07
BSBPMG510A	Manage projects	BSB07
BSBPUB503A	Manage fundraising and sponsorship activities	BSB07
BSBPUR401B	Plan purchasing	BSB07
BSBPUR402B	Negotiate contracts	BSB07
BSBREL401A	Establish networks	BSB07
BSBREL502A	Build international business networks	BSB07
BSBRES401A	Analyse and present research information	BSB07
BSBRKG502B	Manage and monitor business or records systems	BSB07
BSBRSK401A	Identify risk and apply risk management processes	BSB07
BSBRSK501A	Manage risk	BSB07
BSBSMB401A	Establish legal and risk management requirements of small business	BSB07
BSBSMB402A	Plan small business finances	BSB07
BSBSMB403A	Market the small business	BSB07
BSBSMB404A	Undertake small business planning	BSB07
BSBSMB405A	Monitor and manage small business operations	BSB07
BSBSMB408B	Manage personal, family, cultural and business obligations	BSB07
BSBSUS201A	Participate in environmentally sustainable work practices	BSB07
BSBWOR202A	Organise and complete daily work activities	BSB07
BSBWOR203A	Work effectively with others	BSB07
BSBWOR302A	Work effectively as an off site worker	BSB07
BSBWOR401A	Establish effective workplace relationships	BSB07
BSBWOR402A	Promote team effectiveness	BSB07
BSBWOR502A	Ensure team effectiveness	BSB07
BSBWRT401A	Write complex documents	BSB07
BSBWRT501A	Write persuasive copy	BSB07
CHCORG25B	Recruit and co-ordinate volunteers	CHC02
CPCCCA2001A	Handle carpentry materials	CPC08
CPCCCM1005A	Carry out measurements and calculations	CPC08
CPCCCM2001A	Read and interpret plans and specifications	CPC08
CPCCLDG3001A	Licence to perform dogging	CPC08
CPCCLRG3001A	Licence to perform rigging basic level	CPC08
CPCCLRG3002A	Licence to perform rigging intermediate level	CPC08
CPCCLRG4001A	Licence to perform rigging advanced level	CPC08
CPCCOHS1001A	Work safely in the construction industry	CPC08
CPCCPD3003A	Apply texture coat paint finishes by brush, roller and spray	CPC08
CPCCPD3004A	Apply paint by spray	CPC08
CPCCPD3008A	Apply decorative paint finishes	CPC08
CPCCSC2002A	Erect and dismantle basic scaffolding	CPC08
CPCCSF2001A	Handle steelfixing materials	CPC08
CUEAUD06B	Apply a general knowledge of vision systems to work activities	CUE03
CUECOS02C	Apply art finishing	CUE03
CUECOS10B	Make period costumes	CUE03
CUECOS11B	Make character costumes	CUE03
CUECOS12B	Make costumes for dance and physical theatre	CUE03
CUECOS13B	Create theatrical millinery	CUE03
CUECOS14B	Construct hard and soft sculptured costume accessories	CUE03
CUECOS15B	Construct hard and soft sculptured specialised costumes	CUE03
CUECOS302A	Dress performers	CUE03
CUECOS303A	Modify, repair and maintain costumes	CUE03
CUECOS405A	Coordinate costume manufacture	CUE03
CUEIND01C	Source and apply entertainment industry knowledge	TBA
CUEIND02B	Research and evaluate theatrical references to inform industry practice	CUE03
CUEPRP02B	Research, obtain and prepare props	CUE03
CUEPRP03B	Apply a general knowledge of props construction	CUE03
CUEPRP04B	Use casting and moulding techniques to make props	CUE03
CUEPRP05B	Make prop furniture	CUE03
CUEPRP06B	Construct mechanical props	CUE03
CUEPRP07B	Make props using mixed media	CUE03
CUEPRP501A	Conceive, develop and realise prop designs	CUE03
CUESCE04C	Use research, innovation and experimentation to produce scenic art	CUE03
CUESCE05B	Apply a general knowledge of scenic art	CUE03
CUESCE06B	Use scenic art painting techniques	CUE03
CUESCE07B	Create special effects for scenic art	CUE03
CUESCE08B	Realise scenic art designs	CUE03
CUESET04C	Use research, innovation and experimentation to create props	CUE03
CUESET05C	Apply set construction techniques	CUE03
CUESET07C	Use research, innovation and experimentation to create sets	CUE03
CUESET09B	Construct soft scenery	CUE03
CUESET10B	Construct mechanical sets	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUESET11B	Develop set construction plans to meet design requirements	CUE03
CUSFIM501A	Secure funding for projects	CUS09
CUSMPF102A	Develop ensemble skills to perform simple musical parts	CUS09
CUSOHS301A	Follow occupational health and safety procedures	CUS09
CUSSOU201A	Assist with sound recordings	CUS09
CUSSOU202A	Mix sound in a broadcasting environment	CUS09
CUSSOU302A	Record and mix a basic music demo	CUS09
CUSSOU303A	Set up and disassemble audio equipment	CUS09
CUSSOU304A	Restore audio tracks	CUS09
CUSSOU305A	Analyse soundtracks	CUS09
CUSSOU402A	Develop and implement sound plans	CUS09
CUSSOU403A	Perform advanced sound editing	CUS09
CUSSOU404A	Edit dialogue	CUS09
CUSSOU406A	Record sound on location	CUS09
CUSSOU407A	Coordinate location sound recording	CUS09
CUSSOU501A	Develop sound designs	CUS09
CUSSOU502A	Produce sound recordings	CUS09
CUSSOU503A	Implement sound designs	CUS09
CUSSOU504A	Create a final sound balance	CUS09
CUSSOU505A	Compile music for soundtracks	CUS09
CUSSOU601A	Manage production of sound designs	CUS09
CUSSOU602A	Manage production of sound recordings	CUS09
CUVCOR01B	Source concept for own work	CUV03
CUVCOR02B	Develop and articulate concept for own work	CUV03
CUVCOR07B	Use drawing techniques to represent the object or idea	CUV03
CUVCOR08B	Produce drawings to represent and communicate the concept	CUV03
CUVCOR09B	Select and apply drawing techniques and media to represent and communicate the concept	CUV03
CUVCRS03B	Produce computer-aided drawings	CUV03
CUVCRS04B	Produce technical drawings	CUV03
CUVCRS06B	Make scale models	CUV03
CUVDSP07B	Research and apply techniques for graphic design	CUV03
CUVDSP11B	Research and apply techniques for illustrative work	CUV03
CUVPRP02B	Develop understanding of own Aboriginal or Torres Strait Islander identity	CUV03
HLTFA201A	Provide basic emergency life support	HLT07
HLTFA301B	Apply first aid	HLT07
HLTFA402B	Apply advanced first aid	HLT07
HLTFA403A	Manage first aid in the workplace	HLT07
ICAA5138B	Determine acceptable developers for projects	ICA05
ICAD4217B	Create technical documentation	ICA05
ICAD5092B	Update and document operational procedures	ICA05
ICAI3020B	Install and optimise operating system software	ICA05
ICAI3021B	Connect internal hardware components	ICA05
ICAI3101B	Install and manage network protocols	ICA05
ICAI4029B	Install network hardware to a network	TBA
ICAI4030B	Install software to networked computers	ICA05
ICAI4097B	Install and configure a network	TBA
ICAI4175B	Select and install a router	TBA
ICAI5212B	Implement quality assurance process for websites	ICA05
ICAS3034B	Determine and action network problems	ICA05
ICAS3115B	Maintain equipment and software in working order	ICA05
ICAS4109B	Evaluate system status	ICA05
ICAS4114B	Implement maintenance procedures	ICA05
ICAS4127B	Support system software	ICA05
ICAS5103B	Establish and maintain client user liaison during support activity	ICA05
ICAS5199B	Manage business websites and servers	ICA05
ICAS5202B	Ensure privacy for users	ICA05
ICAS5203B	Evaluate and select a web hosting service	ICA05
ICAT3025B	Run standard diagnostic tests	ICA05
ICAT4221B	Locate equipment, system and software faults	ICA05
ICAU1128B	Operate a personal computer	ICA05
ICAU1133B	Send and retrieve information using web browsers and email	ICA05
ICAU1204B	Locate and use relevant on-line information	ICA05
ICAU2006B	Operate computing packages	ICA05
ICAU3019B	Migrate to new technology	ICA05
ICAU3126B	Use advanced features of computer applications	ICA05
ICAU4207B	Apply web authoring tool to convert client data for websites	ICA05
ICPMM296A	Create and test a CD-ROM / DVD	TBA
ICTTC008D	Terminate metallic conductor cable	ICT02
ICTTC009D	Place, secure and terminate structured cabling and certify installation	ICT02
ICTTC011D	Place, secure and terminate coaxial cable	ICT02
ICTTC013D	Perform an accurate customer premises cable and system test	ICT02
ICTTC066D	Joint and terminate coaxial cable	ICT02
ICTTC096D	Conduct field tests of radio and wireless networks	ICT02
ICTTC102D	Repair communication system faults	ICT02
ICTTC104D	Maintain an electronic system	ICT02
ICTTC136C	Install, maintain and modify customer premises communications cabling: ACMA Restricted Rule	ICT02
ICTTC137C	Install, maintain and modify customer premises communications cabling: ACMA Open Rule	ICT02
LMTCL2013B	Block and shape headwear by machine	LMT07
LMTCL2016B	Trim headwear	LMT07
LMTCL3003B	Perform garment repairs and alterations	LMT07
LMTFD4006B	Interact and network with fashion industry participants	LMT07
LMTFD4011B	Cut fabrics for prototype designs	LMT07
LMTFD4013B	Grade 2D patterns	LMT07
LMTFD4015B	Create pattern from block to meet customer specifications	LMT07
LMTFD4016A	Sew design prototypes	LMT00
LMTFD5019B	Analyse individual fit and make pattern alterations	LMT07
LMTML2008A	Assemble simple blocked millinery components	LMT07
LMTML4001A	Undertake specific millinery construction techniques	LMT07
LMTML4002A	Rejuvenate millinery	LMT07
MEM05001B	Perform manual soldering/desoldering - electrical/electronic components	TBA
MEM05012C	Perform routine manual metal arc welding	TBA
MEM18001C	Use hand tools	TBA
MEM18002B	Use power tools/hand held operations	TBA
SRXHRM001B	Manage volunteers	TBA
TAADEL301B	Provide training through instruction and demonstration of work skills	TBA
TAADEL403B	Facilitate individual learning	TAA04
TAADEL404B	Facilitate work-based learning	TAA04
TAADES503B	Research and design e-learning resources	TAA04
TAADES504B	Develop and evaluate e-learning resources	TAA04
TAATAS501B	Undertake organisational training needs analysis	TAA04
TAATAS502B	Prepare a tender bid	TAA04
TAATAS503B	Manage contracted work	TAA04
UEENEEE003B	Solve problems in extra-low voltage single path circuits	UEE07
UEENEEE004B	Solve problems in multiple path d.c. circuits	UEE07
UEENEEH007B	Carry out repairs of predictable faults in general electronic apparatus	UEE07
UEENEEH011B	Troubleshoot d.c. power supplies with single phase input	UEE07
UEENEEH012B	Troubleshoot digital subsystems	UEE07
UEENEEH013B	Troubleshoot amplifiers	UEE07
UEENEEH014B	Troubleshoot frequency dependent circuits	UEE07
UEENEEH017B	Carry out repairs of predictable faults in audio and video replay/recording apparatus	UEE07
UEENEEH018B	Find and repair faults in electronic apparatus	UEE07
UEENEEH024B	Carry out repairs of predictable faults in audio components	UEE07
UEENEEH026B	Provide solutions to polyphase electronic power control problems	UEE07
UEENEEH027B	Commission commercial radio frequency (RF) transmission and reception systems	UEE07
UEENEEH028B	Install microwave and antennae and waveguides	UEE07
UEENEEH039B	Troubleshoot basic amplifiers	UEE07
UEENEEH042B	Troubleshoot oscillators	UEE07
UEENEEH043B	Diagnose and rectify faults in digital subsystems of electronic controls	UEE07
UEENEEH044B	Diagnose and rectify faults in analogue circuits and components in electronic control systems	UEE07
UEENEEH045B	Develop solutions to analogue electronic problems	UEE07
UEENEEH048B	Design and develop advanced digital systems	UEE07
UEENEEH049B	Develop solutions to audio electronic problems	UEE07
UEENEEH072B	Find and repair faults in communication systems	UEE07
UEENEEH073B	Find and repair faults in professional audio reproduction components	UEE07
UEENEEH074B	Find and repair faults in audio/video recording equipment	UEE07
UEENEEH076B	Diagnose and rectify faults in display circuits	UEE07
UEENEEH077B	Diagnose and rectify faults in recording and replay apparatus	UEE07
UEENEEH078B	Diagnose and rectify faults in camera circuits	UEE07
UEENEEH080B	Diagnose and rectify faults in digital transmission systems	UEE07
WRBFS203B	Design and apply make-up for photography	WRB04
WRHHD405A	Select and apply hair extensions	TBA
WRHHD408A	Make wigs and hairpieces	WRH06

Mapping to Previous Training Package

Mapping to Previous Training Package

1. Mapping of qualifications

Qualification code and title CUF01	Qualification code and title CUF07	Mapping details
CUF10101 Certificate I in Media	CUF10107 Certificate I in Creative Industries	Qualification deleted and replaced by: CUF10107 Certificate I in Creative Industries.
CUF20101 Certificate II in Costume	Nil	Qualification deleted.
CUF20201 Certificate II in Screen (Art and Construction)	CUF20107 Certificate II in Creative Industries (Media)	Qualification deleted and replaced by a broad and flexible new preparatory pathway qualification: CUF20107 Certificate II in Creative Industries (Media).
CUF20301 Certificate II in Screen	CUF20107 Certificate II in Creative Industries (Media)	Qualification deleted and replaced by a broad and flexible new preparatory pathway qualification: CUF20107 Certificate II in Creative Industries (Media).
CUF20401 Certificate II in Broadcasting (Radio)	CUF20107 Certificate II in Creative Industries (Media)	Qualification deleted and replaced by a broad and flexible new preparatory pathway qualification: CUF20107 Certificate II in Creative Industries (Media).
CUF20501 Certificate II in Broadcasting (Television)	CUF20107 Certificate II in Creative Industries (Media)	Qualification deleted and replaced by a broad and flexible new preparatory pathway qualification: CUF20107 Certificate II in Creative Industries (Media).
CUF20601 Certificate II in Multimedia	CUF20107 Certificate II in Creative Industries (Media)	Qualification deleted and replaced by a broad and flexible new preparatory pathway qualification: CUF20107 Certificate II in Creative Industries (Media).
CUF30101 Certificate III in Screen	CUF30107 Certificate III in Media	Qualification deleted and replaced by a broad and flexible qualification: CUF30107 Certificate III in Media.
CUF30201 Certificate III in Screen (Laboratory)	CUF30107 Certificate III in Media	Qualification deleted and replaced by a broad and flexible qualification: CUF30107 Certificate III in Media.
CUF30301 Certificate III in Broadcasting (Radio)	CUF30107 Certificate III in Media	Qualification deleted and replaced by a broad and flexible qualification: CUF30107 Certificate III in Media.
CUF30401 Certificate III in Broadcasting (Television)	CUF30107 Certificate III in Media	Qualification deleted and replaced by a broad and flexible qualification: CUF30107 Certificate III in Media.
CUF30501 Certificate III in Broadcasting (Remote Area Operations)	CUF30107 Certificate III in Media	Qualification deleted and replaced by a broad and flexible qualification: CUF30107 Certificate III in Media.
CUF30601 Certificate III in Multimedia	CUF30107 Certificate III in Media	Qualification deleted and replaced by a broad and flexible qualification: CUF30107 Certificate III in Media.
CUF40101 Certificate IV in Costume	CUF40507 Certificate IV in Costume for Performance	Qualification deleted. CUF40507 is based on CUE40203 Certificate IV in Costume for Performance and has been revised to cover both the screen and entertainment industries.
CUF40203 Certificate IV in Makeup	CUF40407 Certificate IV in Makeup	Qualification deleted and replaced by CUF40407 Certificate IV in Makeup.
CUF40301 Certificate IV in Screen (Art & Construction)	CUF40607 Certificate IV in Scenery and Set Construction	Qualification deleted. New qualification CUF40607 is based on CUE40103 Certificate IV in Live Production, Theatre and Events (Construction and Manufacturing) and has been revised to cover both the screen and entertainment industries.
CUF40401 Certificate IV in Screen	CUF40107 Certificate IV in Screen and Media	Qualification deleted and replaced by a broad and flexible qualification: CUF40107 Certificate IV in Screen and Media.
CUF40501 Certificate IV in Screen (Laboratory)	CUF40107 Certificate IV in Screen and Media	Qualification deleted and replaced by a broad and flexible qualification: CUF40107 Certificate IV in Screen and Media.
CUF40601 Certificate IV in Broadcasting (Radio)	CUF40107 Certificate IV in Screen and Media	Qualification deleted and replaced by a broad and flexible qualification: CUF40107 Certificate IV in Screen and Media.
CUF40701 Certificate IV in Broadcasting (Television)	CUF40107 Certificate IV in Screen and Media	Qualification deleted and replaced by a broad and flexible qualification: CUF40107 Certificate IV in Screen and Media.
CUF40801 Certificate IV in Multimedia	CUF40207 Certificate IV in Interactive Digital Media	Qualification deleted and replaced by CUF40207 Certificate IV in Interactive Digital Media.
CUF50101 Diploma of Costume	CUF50507 Diploma of Costume for Performance	Qualification deleted. CUF50507 is based on CUE50203 Diploma of Costume for Performance and has been revised to cover both the screen and entertainment industries.
CUF50203 Diploma of Makeup	CUF50507 Diploma of Specialist Makeup Services	Qualification deleted and replaced by CUF50507 Diploma of Specialist Makeup Services.
CUF50301 Diploma of Screen (Art & Construction)	CUF50607 Diploma of Scenery and Set Construction	Qualification deleted. This is a new qualification based on CUE50103 Diploma of Live Production, Theatre and Events (Construction and Manufacturing) and has been revised to cover both the screen and entertainment industries.
CUF50401 Diploma of Screen	CUF50107 Diploma of Screen and Media	Qualification deleted and replaced by a broad and flexible qualification: CUF50107 Diploma of Screen and Media.
CUF50501 Diploma of Broadcasting	CUF50107 Diploma of Screen and Media	Qualification deleted and replaced by a broad and flexible qualification: CUF50107 Diploma of Screen and Media.
CUF50601 Diploma of Broadcast Engineering	CUF50307 Diploma of Broadcast Technology	Qualification deleted and replaced by CUF50307 Diploma of Broadcast Technology.
CUF50701 Diploma of Multimedia	CUF50207 Diploma of Interactive Digital Media	Qualification deleted and replaced by CUF50207 Diploma of Interactive Digital Media.
CUF60101 Advanced Diploma of Screen	CUF60107 Advanced Diploma of Screen and Media	Qualification deleted and replaced by CUF60107 Advanced Diploma of Screen and Media.
CUF60301 Advanced Diploma of Broadcasting	CUF60107 Advanced Diploma of Screen and Media	Qualification deleted and replaced by CUF60107 Advanced Diploma of Screen and Media.
CUF60401 Advanced Diploma of Broadcast Engineering	Nil	Qualification deleted.
CUF60501 Advanced Diploma of Multimedia	CUF60107 Advanced Diploma of Screen and Media	Qualification deleted and replaced by CUF60107 Advanced Diploma of Screen and Media.
Nil	CUF30207 Certificate III in Broadcast Technology	This is a new qualification – no equivalent in CUF01.
Nil	CUF40307 Certificate IV in Broadcast Technology	This is a new qualification – no equivalent in CUF01.
Nil	CUF30307 Certificate III in Scenery and Set Construction	This is a new qualification based on CUE30103 Certificate III in Live Production, Theatre and Events (Construction and Manufacturing) – no equivalent in CUF01.
Nil	CUF50407 Diploma of Specialist Make-up Services	This is new qualification – no equivalent in CUF01

2. Mapping of units of competency

Unit code and title CUF01	Unit code and title CUF07	Mapping details
CUFADM01A Prepare a proposal	Nil	Unit deleted. Content covered by importing TAATAS502B Prepare a tender bid.
CUFADM02A Address copyright	CUFCMP301A Implement copyright arrangements	Unit has been updated and is equivalent to CUFADM02A.
CUFAIR01A Develop and maintain the general knowledge required by presenters	Nil	Unit deleted. Aspects of content incorporated into CUFRES201A Collect and organise content for broadcast or publication.
CUFAIR02A Conduct an interview	Nil	Unit deleted. Aspects incorporated into the following units: CUFSOU302A Compile audio material for broadcast CUFAIR401A Conduct interviews.
CUFAIR03A Present information onair	Nil	Unit deleted. Aspects incorporated into the following units: CUFAIR201A Develop techniques for presenting information on radio CUFAIR301A Present radio programs.
CUFAIR04A Conduct an onair presentation	Nil	Unit deleted. Aspects incorporated into the following units: CUFAIR201A Develop techniques for presenting information on radio CUFAIR301A Present radio programs.
CUFAIR05A Conduct a live voice report	Nil	Unit deleted. Aspects incorporated into the following units: CUFAIR201A Develop techniques for presenting information on radio CUFAIR301A Present radio programs.
CUFANM01A Develop and implement designs for animation	Nil	Unit deleted. Design implementation aspects covered by importing BSBDES601A Manage design realisation.
CUFANM02A Coordinate the production of animation	Nil	Unit deleted. Content covered by importing CUETEM01C Coordinate production operations.
CUFANM03A Produce storyboard for animation	CUFPPM404A Create storyboards	Unit has been updated to apply across a range of media contexts and is equivalent to CUFANM03A.
CUFANM04A Produce layout drawings for animation	Nil	Unit deleted. Aspects of content covered by importing the following units: CUVCOR08B Produce drawings to represent and communicate the concept CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept.
CUFANM05A Produce key drawings for animation and	Nil	Unit deleted. Aspects of content covered by importing the following units: CUVCOR08B Produce drawings to represent and communicate the concept CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept.
CUFANM06A Produce cleanedup and inbetween drawings	Nil	Unit deleted. Aspects of content covered by importing the following units: CUVCOR08B Produce drawings to represent and communicate the concept CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept.
CUFANM07A Produce traced, photocopied or scanned cells/frames	Nil	Unit deleted. Aspects of content covered in CUFDIG303A Produce and prepare photo images and by importing the following unit: CUVCOR08B Produce drawings to represent and communicate the concept.
CUFANM08A Prepare and produce coloured cells/frames	Nil	Unit deleted.
CUFANM09A Produce stop motion animation (flat plane)	Nil	Unit deleted.
CUFANM10A Produce stop motion animation (modelling)	Nil	Unit deleted. Aspects of content covered in CUFANM303A Create 3D digital models.
CUFANM11A Produce artwork from live action reference	Nil	Unit deleted. Aspects of content covered in CUFANM301A Create 2D digital animations.
CUFANM12A Prepare camera ready animation	Nil	Unit deleted. Aspects of content covered in CUFCAM301A Shoot material for screen productions.
CUFANM13A Produce line image recordings for animation	Nil	Unit deleted. Aspects of content covered in CUFCAM301A Shoot material for screen productions.
CUFBRD01A Communicate using a two way system	Unit deleted. Content incorporated as required skills into a range of broadcasting operations and production units, e.g. CUFCAM301A Shoot material for screen productions.
CUFBRD02A Operate a telecine	CUFBRD403A Transfer film to digital formats	Unit has been updated and is equivalent to CUFBRD02A.
CUFBRD03A Capture broadcast material on tape for television transmission	Nil	Unit deleted. Content covered in CUFBRD303A Prepare video material for television transmission.
CUFBRD04A Dub video material for television transmission	CUFBRD401A Coordinate television transmission operations	Unit has been updated and is equivalent to CUFBRD04A.
CUFBRD05A Compile material for broadcast transmission	Nil	Unit deleted. Content covered in CUFBRD303A Prepare video material for television transmission.
CUFBRD06A Control the transmission of television material	Nil	Unit deleted. Content covered in CUFBRD303A Prepare video material for television transmission.
CUFBRD07A Operate transmission control	Nil	Unit deleted. Content covered in CUFBRD303A Prepare video material for television transmission.
CUFBRD08A Operate master control	CUFBRD501A Operate master control	Unit has been updated and is equivalent to CUFBRD08A.
CUFBRD09A Call shots and cue sources for a television production	CUFBRD302A Provide production support for television productions	Unit has been updated and is equivalent to CUFBRD09A Call shots and cue sources for a television production.
CUFBRD10A Vision mix a multisource television production to tape or air	CUFBRD402A Vision mix television productions	Unit has been updated and is equivalent to CUFBRD10A.
CUFCAM01A Set up and operate a basic video camera	Nil	Unit deleted. Content incorporated into: CUFCAM201A Assist with a basic camera shoot.
CUFCAM02A Develop and implement a camera plan	CUFCAM601A Direct cinematography for screen productions	Unit has been updated and is equivalent to CUFCAM02A.
CUFCAM03A Compose camera shots and operate a camera	Nil	Unit deleted. Aspects incorporated into the following units: CUFCAM401A Shoot a wide range of television content CUFCAM402A Shoot television content in a multicamera environment.
CUFCAM04A Operate a camera under special conditions	CUFCAM501A Shoot material for screen productions under special conditions	Unit has been updated and is equivalent to CUFCAM04A.
CUFCAM05A Pull focus	CUFCAM404A Pull focus	Unit has been updated and is equivalent to CUFCAM05A.
CUFCAM06A Shoot television material in a multicamera environment	Nil	Unit deleted. Content incorporated into CUFCAM402A Shoot television content in a multicamera environment.
CUFCAM07A Maintain battery power and video stocks for a shoot	Nil	Unit deleted. Content incorporated into: CUFCAM301A Shoot material for screen productions CUFCAM401A Shoot a wide range of television content.
CUFCAM08A Coordinate and load film stocks	Nil	Unit deleted. Content incorporated into: CUFCAM301A Shoot material for screen productions CUFCAM401A Shoot a wide range of television content.
CUFCAM09A Perform preshoot camera tests	Nil	Unit deleted. Content incorporated into CUFCAM401A Shoot a wide range of television content.
CUFCAM10A Operate the clapperboard	Nil	Unit deleted. Content incorporated into the following units: CUFCAM201A Assist with a basic camera shoot CUFCAM401A Shoot a wide range of television content.
CUFCAM11A Set up a camera	Nil	Unit deleted. Aspects of content incorporated into CUFCAM402A Shoot television content in a multicamera environment.
CUFCAM12A Rig camera cables	Nil	Unit deleted. Content incorporated into CUFCAM301A Shoot material for screen productions.
CUFCAM13A Rig camera supports and dollies	Nil	Unit deleted. Content incorporated into CUFCAM403A Plan and implement installation of camera supports.
CUFCAM14A Rig camera cranes	Nil	Unit deleted. Content incorporated into CUFCAM403A Plan and implement installation of camera supports.
CUFCAM15A Operate a moving camera support	Nil	Unit deleted. Content incorporated into CUFCAM401A Shoot a wide range of television content.
CUFCOS01A Develop and implement costume designs	Nil	Unit deleted. Design aspects of content covered in CUFCOS504A Design costumes. Implementation aspects of content covered in CUFCOS505A Realise costumes.
CUFCOS02A Coordinate costume manufacture	Nil	Unit deleted and content covered by importing CUECOS405A Coordinate costume manufacture.
CUFCOS03A Realise costumes	CUFCOS505A Realise costumes	Unit has been updated and is equivalent to CUFCOS03A.
CUFCOS04A Modify, repair and maintain costumes	Nil	Unit deleted and content covered by importing CUECOS303A Modify, repair and maintain costumes.
CUFCOS05A Operate an off site wardrobe department	CUFCOS501A Manage an offsite wardrobe department	Unit has been updated and is equivalent to CUFCOS05A.
CUFCOS06A Dress performers	Nil	Unit deleted and content covered by importing CUECOS302A Dress performers.
CUFCOS07A Make character and period costumes	Nil	Unit deleted. Content covered by importing the following units: CUECOS10C Make period costumes CUECOS11C Make character costumes.
CUFCOS08A Maintain costume continuity	CUFCOS301A Maintain costume continuity	Equivalent to CUFCOS08A Maintain costume continuity.
CUFCOS09A Make costumes	CUFCOS401A Make costumes	Unit has been updated and is equivalent to CUFCOS09A.
CUFDRT01A Read and interpret the script	CUFDRT601A Establish the creative vision for screen productions	Unit has been updated and is equivalent to CUFDRT01A.
CUFDRT02A Conduct selection of the performers	CUFDRT602A Audition and select performers	Unit has been updated and is equivalent to CUFDRT02A.
CUFDRT03A Conduct rehearsals of the performers	CUFDRT501A Direct rehearsals of performers	Unit has been updated and is equivalent to CUFDRT03A.
CUFDRT04A Direct the performers	CUFDRT502A Direct performers	Unit has been updated and is equivalent to CUFDRT04A.
CUFDRT05A Direct the crew	CUFDRT603A Direct screen production crews	Unit has been updated and is equivalent to CUFDRT05A Direct the crew.
CUFDRT06A Collaborate with the editor to finalise the production	CUFDRT605A Collaborate with editors during postproduction	Unit has been updated and is equivalent to CUFDRT06A.
CUFDRT07A Devise camera coverage	CUFDRT604A Devise camera coverage	Unit has been updated and is equivalent to CUFDRT07A.
CUFEDT01A Make creative and technical editing decisions	Nil	Unit deleted. Content incorporated into: CUFPOS501A Edit complex screen productions This new unit also covers aspects of CUFEDT06A Prepare an edit decision list and oversee the online edit
CUFEDT02A Prepare material and documents for editing	Nil	Unit deleted. Aspects of content have been incorporated into CUFPOS201A Perform basic vision and sound editing.
CUFEDT03A Operate film editing equipment	Nil	Unit deleted.
CUFEDT04A Operate video editing equipment	Nil	Unit deleted. Content has been incorporated into: CUFPOS201A Perform basic vision and sound editing CUFPOS401A Edit screen content for fast turnaround.
CUFEDT05A Operate a nonlinear editing system	Nil	Unit deleted. Content has been incorporated into CUFPOS201A Perform basic vision and sound editing.
CUFEDT06A Prepare an edit decision list and oversee the online edit	Nil	Unit deleted. Aspects of content incorporated into: CUFPOS501A Edit complex screen productions This new unit also covers aspects of CUFEDT01A Make creative and technical editing decisions
CUFEDT07A Edit recently shot material for immediate transmission	CUFPOS401A Edit screen content for fast turnaround	Unit updated and is equivalent to CUFEDT07A.
CUFEDT08A Edit dialogue and sound	Nil	Unit deleted. Content covered by importing CUSSOU404A Edit dialogue.
CUFENG01A Design broadcast facilities	Nil	Unit deleted. Content incorporated into CUFBRT501A Collaborate on the design of broadcasting facilities.
CUFENG02A Plan and coordinate the installation of broadcast equipment and facilities	Nil	Unit deleted. Content covered by importing the following units: BSBDES501A Implement design solutions BSBDES601A Manage design realisation.
CUFENG03A Install or upgrade broadcast facilities and equipment	CUFBRT401A Install or upgrade broadcast equipment and facilities	Unit has been updated and is equivalent to CUFENG03A.
CUFENG04A Maintain broadcast facilities and equipment	CUFBRT402A Maintain broadcast equipment and facilities	Unit has been updated and is equivalent to CUFENG04A.
CUFENG05A Configure broadcast software.	Nil	Unit deleted. Content covered by importing: ICAI4030B Install software to networked computers ICAI4097B Install and configure a network.
CUFENG06A Ensure quality of broadcast output	CUFBRT403A Ensure quality of broadcast output	Unit has been updated and is equivalent to CUFENG06A.
CUFGEN01A	Nil	Unit deleted. Content incorporated into CUFIND201A Develop and apply creative arts industry knowledge.
CUFGEN02A	Nil	Unit deleted. Content incorporated into a range of industry context and program planning and production units, e.g. CUFIND201A Develop and apply creative arts industry knowledge CUFIND301A Work effectively in the screen and media industries CUFAIR401A Conduct interviews CUFPPM301A Plan and prepare programs.
CUFIMA01A Produce and manipulate digital images	CUFDIG303A Produce and prepare photo images	Unit has been updated and is equivalent to CUFIMA01A.
CUFIMA03A Create 2D digital animation	CUFANM301A Create 2D digital animations	Unit has been updated and is equivalent to CUFIMA03A.
CUFIMA04A Create 3D digital animation	CUFANM302A Create 3D digital animations	Unit has been updated and is equivalent to CUFIMA04A.
CUFIMA05A Create 3D digital models and images	Nil	Unit deleted. Content incorporated into: CUFANM303A Create 3D digital models CUFANM401A Prepare 3D digital models for production.
CUFIMA06A Develop and implement visual effects designs	Nil	Unit deleted. Design aspects of content covered in CUFANM503A Design animation and digital visual effects. Design implementation content covered by importing BSBDES601A Manage design realisation.
CUFIMA07A Create titles for screen productions	CUFANM403A Create titles for screen productions	Unit has been updated and is equivalent to CUFIMA07A.
CUFLAB01A Produce film and sound negatives	Nil	Unit deleted. Content incorporated into CUFPOS302A Process motion picture film.
CUFLAB02A Prepare negatives for printing	Nil	Unit deleted. Content incorporated into CUFPOS301A Prepare motion picture film for printing or transfer.
CUFLAB03A Print film from a negative	CUFPOS303A Print motion picture film	Unit has been updated and is equivalent to CUFLAB03A.
CUFLAB04A Process printed film	Nil	Unit deleted. Content incorporated into CUFPOS302A Process motion picture film.
CUFLAB05A Cut and match final negative for film printing	CUFPOS404A Cut and match film negative	Unit has been updated and is equivalent to CUFLAB05A.
CUFLAB06A Colour grade negatives prior to printing	CUFPOS403A Colour grade moving images	Unit has been updated and is equivalent to CUFLAB06A.
CUFLGT01B Conceive, develop and realise lighting designs	Nil	Unit deleted. Content incorporated into: CUFLGT501A Conceive and develop lighting designs CUFLGT401A Implement lighting designs.
CUFLGT02B Prepare, install and test lighting equipment	Nil	Unit deleted. Content incorporated into: CUFLGT301A Prepare, install and test lighting equipment CUFCAM201A Assist with a basic camera shoot.
CUFLGT03A Determine lighting requirements and operate lighting	Nil	Unit deleted. Aspects of content incorporated into: CUFLGT302A Record and operate standard lighting cues CUFLGT401A Implement lighting designs CUFCAM401A Shoot a wide range of television content.
CUFLGT04A Operate lighting consoles	Nil	Unit deleted. Content incorporated into: CUFLGT301A Prepare, install and test lighting equipment CUFLGT401A Implement lighting designs CUFLGT402A Set up, record and operate lighting cues and effects.
CUFLGT05A Maintain, repair and modify lighting equipment	Nil	Unit deleted. Content incorporated into CUFGMT301A Repair and maintain production equipment.
CUFMEM01A Use an authoring tool to create an interactive sequence	CUFDIG302A Author interactive sequences	Unit has been updated and is equivalent to CUFMEM01A.
CUFMEM02A Author a multimedia product	CUFDIG401A Author interactive media	Unit has been updated and is equivalent to CUFMEM02A.
CUFMEM03A Integrate and use a scripting language in authoring a multimedia project	CUFDIG404A Apply scripting language in authoring	Unit has been updated and is equivalent to CUFMEM03A.
CUFMEM04A Test a multimedia product	CUFDIG501A Coordinate the testing of interactive media products	Unit has been updated and is equivalent to CUFMEM04A.
CUFMEM05A Manage multimedia assets	CUFPOS402A Manage media assets	Unit has been updated to include all screen and media contexts and is equivalent to CUFMEM05A.
CUFMEM06A Design a multimedia product	CUFDIG502A Design web environments	Unit has been updated and is equivalent to CUFMEM06A.
CUFMEM07A Apply principles of visual design and communication to the development of a multimedia product	Nil	Unit deleted. Content aspects relevant to AQF level functions covered in CUFDIG304A Create visual design components. Higher level design functions covered in a range of design units, e.g. CUFDIG402A Design user interfaces CUFANM503A Design animation and digital visual effects CUFDIG504A Design games.
CUFMEM08A Apply principles of instructional design to a multimedia product	CUFDIG503A Design elearning resources	Unit has been updated and is equivalent to CUFMEM08A.
CUFMEM09A Apply principles of game design to a multimedia product	CUFDIG504A Design games	Unit has been updated and is equivalent to CUFMEM09A.
CUFMEM10A Design and create a multimedia interface	Nil	Unit deleted. Content has been incorporated into: CUFDIG403A Create user interfaces CUFDIG304A Create visual design components.
CUFMEM11A Design the navigation for a multimedia product	CUFDIG505A Design information architecture	Unit has been updated and is equivalent to CUFMEM11A.
CUFMEM12A Update web pages	CUFDIG201A Maintain interactive content	Unit has been updated and is equivalent to CUFMEM12A.
CUFMEM13A Incorporate, design and edit digital video	Nil	Unit deleted. Content incorporated into: CUFDIG301A Prepare video assets CUFPOS201A Perform basis vision and sound editing.
CUFMEM14A Create, manipulate and incorporate 2D graphics	Nil	Unit deleted. Content has been incorporated into: CUFDIG303A Produce and prepare photo images CUFDIG304A Create visual design components.
CUFMUP01A Design, apply and remove period and specialised makeup	CUFMUP501A Design and apply specialised makeup	Unit has been updated and is equivalent to CUFMUP01A.
CUFMUP02A Design, apply and remove makeup	CUFMUP401A Design, apply and remove makeup	Unit has been updated and is equivalent to CUFMUP02A.
CUFMUP03A Maintain makeup continuity	CUFMUP402A Maintain makeup and hair continuity	Unit has been updated and is equivalent to CUFMUP03A.
CUFPOP01A Prepare and participate in an electronic media activity	Nil	Unit deleted.
CUFPOP02B Determine resource requirements for total production	Nil	Unit deleted. Aspects of content covered in CUFPPM601A Plan and manage film and media pre-production. Remainder of content covered by importing CUETEM03C Establish and manage production requirements and resources.
CUFPOP03B Compile a production schedule	CUFPPM408A Compile production schedules	Unit has been updated and is equivalent to CUFPOP03B.
CUFPOP04A Compile a daily production schedule/running sheet	Nil	Unit deleted. Content incorporated into CUFPPM403A Coordinate film and media production services and resources.
CUFPOP05B Book and coordinate production services	Nil	Unit deleted. Content incorporated into CUFPPM403A Coordinate film and media production services and resources.
CUFPOP06A Survey locations	CUFPPM406A Organise production locations	Unit has been updated to make it applicable to any kind of production and is equivalent to CUFPOP06A.
CUFPOP07A Manage a film or television shoot	Nil	Unit deleted. Content incorporated into CUFPPM405A Floor manage studio shoots.
CUFPOP08A Location manage a film or television shoot	CUFPPM504A Manage locations for film and media productions	Unit has been updated and is equivalent to CUFPOP08A.
CUFPOP09A Conduct a briefing	Nil	Unit deleted. Content incorporated as required skills and knowledge in a range of production management and directing units. Aspects of content covered by importing: BSBCMM401A Make a presentation.
CUFPOP10A Plan and coordinate the postproduction pathway	CUFPPM602A Plan and manage film and media postproduction	Unit has been updated and is equivalent to CUFPOP10A.
CUFPOP11A Coordinate continuity	CUFPPM407A Coordinate continuity	Unit has been updated and is equivalent to CUFPOP11A.
CUFPOP12A Coordinate cast and crew	Nil	Unit deleted. Content incorporated into CUFPPM405A Floor manage studio shoots.
CUFPOP13A Manage rehearsals	Nil	Unit deleted. Content incorporated into: CUFPPM409A Organise and facilitate rehearsals CUFDRT401A Direct television programs and segments.
CUFPOP14A Produce prerecorded program segments	Nil	Unit deleted. Content incorporated into CUFPPM401A Produce programs and program segments.
CUFPOP15A Produce prerecorded programs	Nil	Unit deleted. Content incorporated into CUFPPM401A Produce programs and program segments.
CUFPOP16A Produce livetoair programs	Nil	Unit deleted. Content incorporated into CUFPPM401A Produce programs and program segments.
CUFPOP17A Plan and prepare a program	Nil	Unit deleted. Content incorporated into CUFPPM301A Plan and prepare programs.
CUFPOP18A Design a program format	Nil	Unit deleted. Content covered by importing the following unit from BSB07: BSBCRT501A Originate and develop concepts.
CUFPOP19A Schedule radio play lists	CUFPPM402A Schedule radio playlists	Unit has been updated and is equivalent to CUFPOP19A Schedule radio play lists.
CUFPOP20A Write a pre production safety report	CUFPPM502A Write preproduction safety reports	Unit has been updated and is equivalent to CUFPOP20A.
CUFPOP21A Establish a safety plan for a screen production	Nil	Unit deleted. Content incorporated into CUFPPM503A Manage safety aspects of screen productions.
CUFPOP22A Supervise screen production safety	Nil	Unit deleted. Content incorporated into CUFPPM503A Manage safety aspects of screen productions.
CUFPOP23A Plan and coordinate stunts or action sequences safely	Nil	Unit deleted. Content incorporated into CUFHAZ501A Coordinate hazardous action sequences.
CUFPOP24A Plan and coordinate the safe use of armoury	Nil	Unit deleted. Content incorporated into CUFHAZ501A Coordinate hazardous action sequences.
CUFPOP25A Develop and monitor a program schedule	CUFPPM501A Develop and monitor program schedules	Unit has been updated and is equivalent to CUFPOP25A.
CUFPRP01A Develop and implement props designs for screen	Nil	Unit deleted. Content covered by importing CUEPRP501A Conceive, develop and realise props designs.
CUFPRP02A Coordinate props production	Nil	Unit deleted. Content covered by importing CUETEM01C Coordinate production operations.
CUFPRP03A Make props for the screen	Nil	Unit deleted. Content covered by importing one or more of the following units: CUEPRP02B Research, obtain and prepare props CUEPRP03B Apply a general knowledge of props construction CUEPRP04B Use casting and moulding techniques to make props CUEPRP05B Make prop furniture CUEPRP06B Construct mechanical props CUEPRP07B Make props using mixed media.
CUFPRP04A Repair, maintain and alter props	CUFPRP201A Repair, maintain and alter props	Unit has been updated and is equivalent to CUFPRP04A.
CUFPRP05A Operate an off site props department	Nil	Unit deleted. Content incorporated into CUFPRP301A Assemble and maintain props.
CUFPRP06A Dress the set and maintain props continuity	Nil	Unit deleted. Content incorporated into CUFPRP301A Assemble and maintain props.
CUFRAD01A Originate and develop a concept	Nil	Unit deleted. Content covered by importing BSBCRT501A Originate and develop concepts.
CUFRAD02A Develop and implement designs	Nil	Unit deleted. Content covered by importing: BSBDES401A Generate design solutions, and BSBDES501A Implement design solutions BSBDES601A Manage design realisation.
CUFSAF01A Follow health, safety and security procedures	Nil	Unit deleted. Content covered by importing: BSBOHS201A Participate in OHS processes. This unit has now been replaced with CUSOHS301A Follow occupational health and safety procedures and is equivalent
CUFSCE01A Develop and implement scenic art designs for screen	Nil	Unit deleted. Content incorporated into CUESET501A Conceive, develop and realise set designs.
CUFSCE02A Coordinate scenic art production	Nil	Unit deleted. Content covered by importing CUETEM01C Coordinate production operations.
CUFSCE03A Prepare and prime scenic art cloths	CUFSCE201A Prepare and prime scenic art cloths	Unit has been updated and is equivalent to CUFSCE03A.
CUFSCE04A Produce scenic art for the screen	Nil	Unit deleted. Content covered by importing: CUESCE06B Use scenic art painting techniques CUESCE07B Create special effects for scenic art.
CUFSCE05A Repair, maintain and alter scenic art	CUFSCE202A Repair, maintain and alter scenic art	Unit has been updated and is equivalent to CUFSCE05A.
CUFSET01A Develop and implement set designs for screen	Nil	Unit deleted. Content covered by importing CUESET501A Conceive, develop and realise set designs.
CUFSET02A Coordinate set production	Nil	Unit deleted. Content covered by importing CUETEM01C Coordinate production operations.
CUFSET03A Make sets for the screen	Nil	Unit deleted. Content covered by importing CUESET302A Make sets.
CUFSET04A Repair, maintain and alter sets	Nil	Unit deleted. Content incorporated into CUFSET301A Assemble and maintain sets.
CUFSET05A Coordinate the transportation and assembly of sets	Nil	Unit deleted. Aspects of content incorporated into: CUFSET301A Assemble and maintain sets CUFPPM403A Coordinate film and media production services and resources.
CUFSET06A Assemble and maintain the set during production	Nil	Unit deleted. Content incorporated into CUFSET301A Assemble and maintain sets.
CUFSFX01A Develop and implement special effects designs for screen	Nil	Unit deleted. Digital SFX design aspects of content covered in CUFANM503A Design animation and digital visual effects. Implementation aspects of content covered by importing BSBDES601A Manage design realisation.
CUFSFX02A Coordinate the creation of special effects	Nil	Unit deleted. Content covered by importing CUETEM01C Coordinate production operations.
CUFSFX03A Create special effects for the screen	Nil	Unit deleted. Digital SFX aspects of content covered in CUFANM402A Create digital visual effects. Other content aspects covered in CUFSFX401A Create special effects items.
CUFSFX04A Repair, maintain and alter special effects	Nil	Unit deleted. Content incorporated into CUFSFX301A Maintain and repair special effects items.
CUFSFX05A Coordinate the transportation and assembly of special effects items	CUFSFX402A Coordinate the logistics of special effects operations	Unit has been updated and is equivalent to CUFSFX05A.
CUFSFX06A Assemble and maintain special effects items during production	Nil	Unit deleted. Content incorporated into CUFSFX301A Maintain and repair special effects items.
CUFSFX07A Execute special effects safely	Nil	Unit deleted. Aspects of content incorporated into: CUFPPM503A Manage safety aspects of screen productions. CUFHAZ501A Coordinate hazardous action sequences.
CUFSOU01A Operate the boom	Nil	Unit deleted. Aspects of content incorporated into CUFCAM301A Shoot material for screen productions. Remainder of content to be covered in the revision of CUSSOU04A Record sound from the CUS01 Music TP.
CUFSOU02A Operate a studio panel	Nil	Unit deleted. Content incorporated into CUFAIR301A Present radio programs. Content also covered by importing CUSSOU202A Mix sound in a broadcasting environment.
CUFTEC01A Check, maintain and repair equipment	CUFGMT301A Repair and maintain production equipment	Unit has been updated and is equivalent to CUFTEC01A.
CUFWRT01A Develop a narrative	CUFWRT501A Develop storylines and treatments	Unit has been updated and is equivalent to CUFWRT01A.
CUFWRT02A Write the script	CUFWRT601A Write scripts	Unit has been updated and is equivalent to CUFWRT02A.
CUFWRT03A Edit the script	CUFWRT602A Edit scripts	Unit has been updated and is equivalent to CUFWRT03A.
CUFWRT04A Write presentation material	Nil	Unit deleted. Content incorporated into CUFWRT301A Write content for a range of media.
CUFWRT05A Write content and/or copy	Nil	Unit deleted. Content incorporated into CUFWRT301A Write content for a range of media.
CUFWRT06A Write a news voice report	Nil	Unit deleted. Content incorporated into CUFWRT403A Write narration and current affairs material.
CUFWRT07A Write an interactive sequence for multimedia,	Nil	Unit deleted. Content incorporated into CUFWRT301A Write content for a range of media.
CUFWRT08A Write narration	Nil	Unit deleted. Content incorporated into CUFWRT403A Write narration and current affairs material.
Nil	CUFAIR201A Develop techniques for presenting information on radio	New unit – no equivalent in CUF01.
Nil	CUFAIR301A Present radio programs	New unit – no equivalent in CUF01.
Nil	CUFAIR302A Develop techniques for presenting information to camera	New unit – no equivalent in CUF01.
Nil	CUFAIR401A Conduct interviews	New unit – no equivalent in CUF01.
Nil	CUFAIR402A Present a wide range of radio material	New unit – no equivalent in CUF01.
Nil	CUFAIR501A Explore issues on air	New unit – no equivalent in CUF01.
Nil	CUFANM303A Create 3D digital models	New unit – no equivalent in CUF01.
Nil	CUFANM401A Prepare 3D digital models for production	New unit – no equivalent in CUF01.
Nil	CUFANM402A Create digital visual effects	New unit – no equivalent in CUF01.
Nil	CUFANM501A Create 3D digital character animation	New unit – no equivalent in CUF01.
Nil	CUFANM502A Create 3D digital environments	New unit – no equivalent in CUF01.
Nil	CUFANM503A Design animation and digital visual effects	New unit – no equivalent in CUF01.
Nil	CUFBRD301A Perform basic transmission operations	New unit – no equivalent in CUF01.
Nil	CUFBRD303A Prepare video material for television transmission	New unit – no equivalent in CUF01.
Nil	CUFBRT404A Coordinate outside broadcasts	New unit – no equivalent in CUF01.
Nil	CUFBRT501A Collaborate on the design of broadcasting facilities	New unit – no equivalent in CUF01.
Nil	CUFCAM201A Assist with a basic camera shoot	New unit – no equivalent in CUF01.
Nil	CUFCAM301A Shoot material for screen productions	New unit – no equivalent in CUF01.
Nil	CUFCAM302A Rig camera infrastructure	New unit – no equivalent in CUF01.
Nil	CUFCAM401A Shoot a wide range of television content	New unit – no equivalent in CUF01.
Nil	CUFCAM402A Shoot television content in a multicamera environment	New unit – no equivalent in CUF01.
Nil	CUFCAM403A Plan and implement installation of camera supports	New unit – no equivalent in CUF01.
Nil	CUFCOS402A Construct costume components	New unit – no equivalent in CUF01.
Nil	CUFCOS403A Construct blocks for period costumes	New unit – no equivalent in CUF01.
Nil	CUFCOS404A Cut and drape costumes	New unit – no equivalent in CUF01.
Nil	CUFCOS502A Design and construct costume corsetry and undergarments	New unit – no equivalent in CUF01.
Nil	CUFCOS503A Cut and drape complex period costumes	New unit – no equivalent in CUF01.
Nil	CUFCOS504A Design costumes	New unit – no equivalent in CUF01.
Nil	CUFDIG301A Prepare video assets	New unit – no equivalent in CUF01.
Nil	CUFDIG304A Create visual design components	New unit – no equivalent in CUF01.
Nil	CUFDIG402A Design user interfaces	New unit – no equivalent in CUF01.
Nil	CUFDIG403A Create user interfaces	New unit – no equivalent in CUF01.
Nil	CUFDIG506A Design interaction	New unit – no equivalent in CUF01.
Nil	CUFDIG507A Design digital simulations	New unit – no equivalent in CUF01.
Nil	CUFDRT401A Direct television programs and segments	New unit – no equivalent in CUF01.
Nil	CUFHAZ401A Perform hazardous action sequences using vehicles	New unit – no equivalent in CUF01.
Nil	CUFHAZ402A Perform hazardous action sequences involving fights and falls	New unit – no equivalent in CUF01.
Nil	CUFHAZ403A Perform hazardous action sequences involving natural elements	New unit – no equivalent in CUF01.
Nil	CUFHAZ404A Perform hazardous action sequences involving animals	New unit – no equivalent in CUF01.
Nil	CUFHAZ501A Coordinate hazardous action sequences	New unit – no equivalent in CUF01.
Nil	CUFIND201A Develop and apply creative arts industry knowledge	New unit – no equivalent in CUF01.
CUFIND301A Work effectively in the screen and media industries	CUFIND301B Work effectively in the screen and media industries	Unit required knowledge enhanced to emphasise sustainability knowledge for screen and media
Nil	CUFIND401A Provide services on a freelance basis	New unit – no equivalent in CUF01.
Nil	CUFIND402A Develop screen and media specialist expertise	New unit – no equivalent in CUF01.
CUFIND403A Work effectively in a costume studio	CUFIND403B Work effectively in a costume studio	Unit required knowledge enhanced to emphasise sustainability knowledge for screen and media
Nil	CUFLGT101A Apply a general knowledge of lighting to work activities	New unit based on CUELGT09A Apply a general knowledge of lighting to work activities. Minor amendments have been made to accommodate the film/television context.
Nil	CUFLGT301A Prepare, install and test lighting equipment	New unit – no equivalent in CUF01.
Nil	CUFLGT302A Record and operate standard lighting cues	New unit based on CUELGT05B Record and operate standard lighting cues. The unit has been revised to cover the operation of lighting cues in both live performances and film/television contexts.
Nil	CUFLGT303A Install and operate follow spots	New unit based on CUELGT03B Install and operate follow spots.
Nil	CUFLGT304A Operate floor electrics	New unit based on CUELGT04B Operate floor electrics (additions made to the range statement).
Nil	CUFLGT401A Implement lighting designs	New unit – no equivalent in CUF01.
Nil	CUFLGT402A Set up, record and operate lighting cues and effects	Unit has been imported from CUE03 and revised to cover operations in both live performances and film/television productions.
Nil	CUFLGT501A Conceive and develop lighting designs	New unit – no equivalent in CUF01.
Nil	CUFMUP403A Style hair for performances or productions	New unit based on CUEMUP6A Dress hair for a performance or production.
Nil	CUFMUP404A Style wigs and hairpieces for performances or productions	New unit which is based on CUEMUP5A Dress (style) wigs.
Nil	CUFMUP502A Design and apply special makeup effects	New unit – no equivalent in CUF01.
Nil	CUFMUP503A Create prosthetics for special makeup effects	New unit – no equivalent in CUF01.
Nil	CUFPOS201A Perform basic vision and sound editing	New unit – no equivalent in CUF01.
Nil	CUFPOS301A Prepare motion picture film for printing or transfer	New unit – no equivalent in CUF01.
Nil	CUFPOS302A Process motion picture film	New unit – no equivalent in CUF01.
Nil	CUFPOS401A Edit screen content for fast turnaround	New unit – no equivalent in CUF01.
Nil	CUFPOS405A Restore moving images	New unit – no equivalent in CUF01.
Nil	CUFPOS501A Edit complex screen productions	New unit – no equivalent in CUF01.
Nil	CUFPPM301A Plan and prepare programs	New unit – no equivalent in CUF01.
Nil	CUFPPM401A Produce programs and program segments	New unit – no equivalent in CUF01.
Nil	CUFPPM403A Coordinate film and media production services and resources	New unit – no equivalent in CUF01.
Nil	CUFPPM405A Floor manage studio shoots	New unit – no equivalent in CUF01.
Nil	CUFPPM409A Organise and facilitate rehearsals	New unit – no equivalent in CUF01.
Nil	CUFPPM503A Manage safety aspects of screen productions	New unit – no equivalent in CUF01.
Nil	CUFPPM601A Plan and manage film and media pre-production	New unit – no equivalent in CUF01.
Nil	CUFPRP301A Assemble and maintain props	New unit – no equivalent in CUF01.
Nil	CUFRES201A Collect and organise content for broadcast or publication	New unit – no equivalent in CUF01.
Nil	CUFRES401A Conduct research	New unit – no equivalent in CUF01.
Nil	CUFSET301A Assemble and maintain sets	New unit – no equivalent in CUF01.
Nil	CUFSFX301A Maintain and repair special effects items	New unit – no equivalent in CUF01.
Nil	CUFSOU204A Perform basic sound editing	New unit – no equivalent in CUF01.
Nil	CUFSOU301A Prepare audio assets	New unit – no equivalent in CUF01.
Nil	CUFSOU302A Compile audio material for broadcast	New unit – no equivalent in CUF01.
Nil	CUFWRT301A Write content for a range of media	New unit – no equivalent in CUF01.
Nil	CUFWRT302A Write simple stories	New unit – no equivalent in CUF01.
Nil	CUFWRT401A Edit texts	New unit – no equivalent in CUF01.
Nil	CUFWRT402A Write extended stories	New unit – no equivalent in CUF01.
Nil	CUFWRT403A Write narration and current affairs material	New unit – no equivalent in CUF01.

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, recognising and assessing peoples 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 which 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 Skills Framework?

The National Skills Framework applies nationally, is endorsed by the Ministerial Council for Vocational and Technical Education, and comprises the Australian Quality Training Framework 2007 (AQTF 2007), 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 2007.

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 AQTF 2007. 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 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), 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 code always before the title.

Training Package Codes

Each Training Package has a unique five-character national code assigned when the Training Package is endorsed, for example CUF07. 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 CUF10107. Qualification codes are developed as follows:

• the first three letters identify the Training Package;

• the first number identifies the qualification level (noting that, in the qualification titles themselves, arabic numbers are not used);

• the next two numbers identify the position in the sequence of the qualification at that level; and

• the last two numbers 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. 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. Unit codes are developed as follows:

• a typical code is made up of 12 characters, normally a mixture of uppercase letters and numbers, as in CUFAIR201A;

• the first three characters signify the Training Package - CUF07 - in the above example and up to eight characters, relating to an industry sector, function or skill area, follow;

• the last character is always a letter and identifies the unit of competency version. An "A" at the end of the code indicates that this is the original unit of competency. "B", or another incremented version identifier 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; and

• where changes are made that alter the outcome, a new code is assigned and the title is changed.

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 Packages broad industry coverage.

Qualification Titles

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

• first, the qualification is identified as either 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 I to IV, and "of" for Diploma, Advanced

Diploma, Vocational Graduate Certificate and Vocational Graduate Diploma;

• then, the industry descriptor, for example Telecommunications; and

• then, if applicable, the occupational or functional stream in brackets, for example

(Computer Systems).

For example:

•	CUF10107 Certificate I in Creative Industries

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:

•	CUFAIR201A Develop techniques for presenting information on radio

Historical and General Information

Historical and General Information
The Screen and Media 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 interactive digital media library and information services museums, galleries and cultural heritage sites screen and media visual arts, craft and design. The Screen and Media Training Package was first developed and endorsed in 2001 under the original title of CUF01 Film, Television, Radio and Multimedia Industry Training Package. This revised CUF07 version is based on a comprehensive review of industry trends and feedback on CUF01 from both industry and training providers. It also takes into account Training Package development requirements as outlined in the Training Package Development Handbook which can be accessed online at www.tpdh.deewr.gov.au. The review and redevelopment of the national screen and media qualifications was undertaken within a context of consultation and feedback from industry and training providers. A number of principles, which reflect IBSA guiding design principles for qualifications, underpin the revisions, including: maximisation of flexibility to ensure the qualifications can meet a range of different needs and contexts, including multiskilling, specialisation and small or large business focus reduction in the number of qualifications to facilitate skills transfer between sectors in the screen and media industries clear guidance on how to package units to meet specific job outcomes maximisation of opportunity to draw units from other Training Packages under IBSA coverage to increase flexibility, pathways and recognition importation of units from Training Packages outside IBSA coverage, e.g. a range of electronics units from the UEE07 Electrotechnology Training Package to address broadcast technology skill requirements development of qualifications that can be used within other Training Packages, e.g. makeup, costume, and scenery and set construction qualifications which have been imported into the CUE03 Entertainment Training Package Version 3.0. The qualifications are not courses and the units of competency 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

Introduction to the Industry
Acting on behalf of the Australian government, and working within the scope of vocational education and training (VET), the Department of Education, Employment and Workplace Relations (DEEWR) 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 opportunityled change. In July 2004, the then 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 (ICT) printing. The cultural industries comprise screen and media, music and entertainment, museum and library/information services, and visual arts, craft and design. As with many other sectors, technological convergence is affecting the way people work in the creative industries. In a study for IBSA, the Centre for International Economics stated that ‘convergence is redefining the boundaries between industries – many of the cultural and creative industries that were once separate now need similar skills’. (Source: Cultural Industries Research Project report prepared for IBSA by the Centre for International Economics, p. 23) Technological change, particularly digitisation and the almost universal access to a low cost communications platform provided by the internet is changing the way that people, organisations and industries work. Industries that were once distinct such as broadcasting, telecommunications and information technologies, now overlap. The impact of technological convergence has been profound in the areas of communications and culture (Hartley 2002) and the range of businesses and skills impacted has been extensive. In 2001, the Australian Interactive Multimedia Industry Association (AIMIA) listed on its website approximately 950 companies whose activities ranged widely across web design, scriptwriting and games production activities, through to support services such as legal, marketing, education and training.’ (Source: Australian Government, Department of Communications, Information Technology and the Arts 2004, Creative Industries Cluster Study Volume 1, Commonwealth of Australia.) Some sectors of the industry are also experiencing skills shortages in highly specialised fields. For example, an ageing workforce in broadcast technology needs to be replaced with people who can combine IT and electronic skills in a broadcast environment. In relation to the electronic games industry, a survey by Insight Economics for the Game Developers’ Association of Australia revealed that ‘attracting skilled staff is clearly the number one issue companies face in achieving their growth objectives.’ (Source: Insight Economics, Australian Electronic Game Industry Profile, prepared for the Game developers’ Association of Australia, November 2006, p. 9.) A National Community Broadcasting Training Fund has been established with seed funding from the Australian Government. The purpose of the Training Fund is to enable the community radio sector to plan and deliver accredited management and broadcast skills training, particularly in regional, rural and remote Australia. The fund is administered by the Community Broadcasting Foundation with advice from a training advisory group with representation from the Community Broadcasting Association of Australia, Radio for the Print Handicapped Australia, Australian Indigenous Communications Association, National Ethnic and Multicultural Broadcasters’ Council, Indigenous Remote Communications Association and the Department of Broadband, Communications and the Digital Economy.

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. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AQF_Handbook_07.pdf

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 of ...

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 AQTF 2010 Essential Standards for Initial and Continuing Registration.

Statement of Attainment

A Statement of Attainment is issued by a Registered Training Organisation when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). Issuance of Statements of Attainment must comply with the advice provided in the current AQF Implementation Handbook and the AQTF 2010 Essential Standards for Initial and Continuing Registration.

Under the AQTF 2010, 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/or 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/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 section 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 co-ordination 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 provision of 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/or management requirements, evaluation and co-ordination.

The self directed application of knowledge and skills, with substantial depth in some areas where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others.

Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team co-ordination 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/or 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/or 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.

Qualification Pathways

The Screen and Media 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 two diagrams outline possible pathways to attaining qualifications within the CUF07 Screen and Media Training Package. The first diagram specifically focuses on attaining qualifications from within CUF07 while the second diagram looks at possible skill sets which can be achieved. For more information about qualifications and pathways contact Innovation and Business Skills Australia.

Skill Sets in this Training Package

Definition

Skill sets are defined as single units of competency, or combinations of units of competency from an endorsed Training Package, which link to a licence or regulatory requirement, or defined industry need.

Wording on Statements of Attainment

Skill sets are a way of publicly identifying logical groupings of units of competency which meet an identified need or industry outcome. Skill sets are not qualifications.

Where skill sets are identified in a Training Package, the Statement of Attainment can set out the competencies a person has achieved in a way that is consistent and clear for employers and others. This is done by including the wording "these competencies meet [insert skill set title or identified industry area] need" on the Statement of Attainment. This wording applies only to skill sets that are formally identified as such in the endorsed Training Package. See the 2007 edition of the AQF Implementation Handbook for advice on wording on Statements of Attainmentthe updated version is expected to be available on the AQFAB website www.aqf.edu.au during September 2007 and in print in October 2007.

Skill Sets in this Training Package To facilitate the delivery of accredited management training, seven skill sets were identified in consultation with the community broadcasting sector. They cover administration, management and marketing functions in a community broadcasting context where stations range in scale from large metropolitan operations to small regional, suburban and remote area broadcasters. The skill sets provide pathways into CUF50107 Diploma of Screen and Media and qualifications in the BSB07 Business Services Training Package. A single skill set in makeup was also developed in response to the need for an alternative pathway into CUF50407 Diploma of Specialist Makeup Services. The skill sets in this Training Package are: Community Broadcasting Administration Community Broadcasting Committee Management Community Broadcasting Financial Management Community Broadcasting Management Community Broadcasting Marketing Community Broadcasting Program Management Community Broadcasting Coordination Photographic Makeup and Styling. The pathways chart below shows the types of pathways into and from skill sets in this Training Package.

Community Broadcasting Administration Skill Set

Community Broadcasting Committee Management Skill Set

Community Broadcasting Financial Management Skill Set

Community Broadcasting Management Skill Set

Community Broadcasting Marketing Skill Set

Community Broadcasting Program Management Skill Set

Community Broadcasting Coordination Skill Set

Photographic Makeup and Styling Skill Set

Industry Requirements for 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 will progressively replace 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 by Dr Nelson (Minister for Education, Science and Training) on 23 May 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 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.

*Personal attributes that contribute to employability were also identified in the report but are not part of the Employability Skills Framework.

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	• listening and understanding • speaking clearly and directly
and harmonious relations across employees and customers	• 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. futures 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 exists 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 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.

Industry Requirements for Employability Skills
CUF07 Screen and Media Training Package seeks to ensure that industry-endorsed employability skills are explicitly embedded in units of competency. The application of each skill and the level of detail included in each part of the unit will vary according to industry requirements and the nature of the unit of competency. Employability skills are both explicit and embedded within units of competency. This means that employability skills are: embedded in units of competency as part of the other performance requirements that make up the competency as a whole explicitly described within units of competency to enable Training Package users to identify accurately the performance requirements of each unit with regards to employability skills. CUF07 Screen and Media Training Package also seeks to ensure that employability skills are well-defined and written into units of competency so that they are apparent, clear and can be delivered and assessed as an essential component of unit work outcomes.

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 AQTF 2007. 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 2007 requirements; licensing/registration requirements; and assessment pathways.

Benchmarks for Assessment

Assessment within the National Skills Framework is the process of collecting evidence and making judgments 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 sector must meet the requirements of the AQTF as expressed in the AQTF 2007 Essential Standards for Registration.

The AQTF 2007 Essential Standards for Registration can be downloaded from <

www.training.com.au/aqtf2007>. The following points summarise assessment requirements.

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 AQTF 2007 Essential Standards for Registration. The RTO must have the specific units of competency and/or AQF qualifications on its scope of registration.

Quality Training and Assessment

Each RTO must provide quality training and assessment across all its operations. See the AQTF 2007 Essential Standards for Registration, Standard 1.

Assessor Competency Requirements

Each person involved in training, assessment or client service must be competent for the functions they perform. See the AQTF 2007 Essential Standards for Registration, Standard 1, for assessor (and trainer) competency requirements.

Assessment Requirements

The RTOs assessments, including RPL, must meet the requirements of the relevant endorsed

Training Package. See the AQTF 2007 Essential Standards for Registration, Standard 1.

Assessment Strategies

Each RTO must have strategies for training and assessment that meet the requirements of the relevant Training Package or accredited course and are developed in consultation with industry stakeholders. See the AQTF 2007 Essential Standards for Registration, Standard 1.

National Recognition

Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See the AQTF 2007 Essential Standards for Registration, Condition of Registration 7: Recognition of qualifications issued by other RTOs.

Access and Equity and Client Outcomes

Each RTO must adhere to the principles of access and equity and maximise outcomes for its clients. See the AQTF 2007 Essential Standards for Registration, Standard 2.

Monitoring Assessments

Training and/or assessment provided on behalf of the RTO must be monitored to ensure that it is in accordance with all aspects of the Essential Standards for Registration. See the AQTF 2007 Essential Standards for Registration, Standard 3.

Recording Assessment Outcomes

Each RTO must manage records to ensure their accuracy and integrity. See the AQTF 2007

Essential Standards for Registration, Standard 3.

Issuing AQF Qualifications and Statements of Attainment

Each RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the current 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 when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). See the AQTF 2007 and the 2007 edition of the AQF Implementation Handbook-available on the AQFAB website < www.aqf.edu.au>.

This section provides information on licensing/registration requirements for CUF07 Screen and Media Training Package, with the following important disclaimer.

The developers of this Training Package, and DEEWR, consider that no licensing or registration requirements apply to registered training organisations (RTOs), assessors or candidates with respect to this Training Package. Contact the relevant state or territory department(s) to check if there are any licensing or registration requirements with which you must comply. For further information on this topic contact IBSA at www.ibsa.org.au .

The following guidance is provided in relation to regulatory requirements that may apply to people working in technical production areas of the screen, media and entertainment industry.

National Standard for Licensing Persons Performing High Risk Work

The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels.

• CPCCLDG3001A Licence to perform dogging

• CPCCLRG3001A Licence to perform rigging basic level

• CPCCLRG3002A Licence to perform rigging intermediate level

• CPCCLRG4001A Licence to perform rigging advanced level

Information on occupational licensing and its intersection with vocational education and training can be found in Licensing Line News at www.licensinglinenews.com .

National Code of Practice for Induction for Construction Work

"This Code of Practice provides guidance to persons working in the general and residential construction sectors on the types of induction training that may be needed to provide construction workers with an awareness and understanding of common hazards on construction sites and how they should be managed." (Source: Licensing Line News at www.licensinglinenews.com ).

Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering the construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007).

Achievement of the unit ' CPCCOHS1001A Work safely in the construction industry' from the CPC08 Construction, Plumbing and Services Integrated Framework Training Package fulfils this requirement.

Contact state or territory OHS authorities for information on RTOs approved to deliver the general induction training program.

Lighting

The lighting units of competency in the CUF07 Screen and Media Training Package highlight the fact that the work described does not include activities covered by licensing, plus the need for technicians to be aware of which activities are affected by licensing regulations.

The only unit with specific guidance on licensing requirements is CUFLGT301A Prepare, install and test lighting equipment:

'Testing and tagging of electrical equipment must be carried out by a person with the relevant certificate of competency in accordance with the performance specifications of:

Australian Standard 3760: 2000 In-service safety inspection and testing of electrical equipment

Australian Standard 3002: 1985 Electrical installations - shows and carnivals.

In some states and territories, a licensed electrician would be required to undertake some of the tasks outlined in CUFLGT301A Prepare, install and test lighting equipment.'

Broadcast technology

The following guidance is provided in relation to working in the broadcast technology environment:

Electrical work

In some states and territories of Australia, a restricted electrical licence is required. Restricted electrical licences allow a person to carry out electrical work incidental to a trade. Incidental work may include fault-finding on equipment or changing like for like equipment by disconnecting and reconnecting the fixed wiring. It does not include any other changes to the fixed wiring.

EME hazards

Radio frequency (RF) workers are required to complete an electromagnetic emissions (EME) awareness course. In order to attend a site where there is substantial EME hazard (such as a broadcast transmission site) an understanding of the risks of EME and the necessary precautions to mitigate the risks is required.

First aid

The broadcast industry recommends completion of the St John Ambulance Senior First Aid course.

Requirements for RTOs

Training and assessment in remote and regional areas

Training and assessing candidates in remote and regional areas present a range of challenges. These include:

• lack of numbers preventing the establishment of traditional class sizes

• 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 (e.g. 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 (e.g. email, CDs and internet) and self-paced resources.

Training and assessment issues for schools

Implementation of CUF07 Screen and Media Training Package within the school sector, while encouraged, needs to ensure the following:

• currency of skills and knowledge of those charged with training and assessing students

• access to industry-current equipment, facilities and training resources so that students acquire a realistic view of the realities and conditions within the workplace

• 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.

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 when planning training and assessment.

It is recommended that delivery of qualifications in schools should only include Certificates I and II. For more information on VET in Schools, please refer to Appendix A.

Assessment in a simulated environment

Units of competency in CUF07 Screen and Media Training Package may be assessed in the workplace or in a simulated environment.

Assessment within a simulated environment may be required because:

• suitable employment and/or work experience is not always available

• some workplaces or work situations do not use or allow the application of the competency required

• conducting assessment within the workplace may be unacceptably disruptive to work requirements of the business

• it is sometimes appropriate to practise skills in live settings prior to the acquisition of competency, particularly in potentially dangerous situations or where valuable equipment may be at risk.

Given that simulation may be used and is often indicated as an option for assessment within the CUF07 Screen and Media Training Package, the following advice is provided:

In order to be valid and reliable, the simulation must closely represent what actually occurs in the workplace, and should seek to replicate an actual work setting. It is critical that the designer of the simulation is thoroughly familiar with the application of the competency and is experienced in current and relevant workplace practices. In deciding whether a simulation or an assessment environment has been adequately designed, the following questions should be asked.

Are there opportunities to:

test the full range of equipment?

use up-to-date equipment and software?

reflect time pressures and deadlines?

show the complexity of dealing with multiple tasks?

involve prioritising among competing tasks? deal with customers, including difficult ones? work with others in a team?

communicate with diverse groups?

find, discuss and test solutions to problems?

explore health and safety issues?

answer practically-oriented, applied knowledge questions?

show the level of verbal and written expression sufficient for, but not exceeding, the work requirements?

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, and/or

• 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

Assessment Guidelines of the Training Package and the AQTF 2007.

Learning and Assessment Pathways

Usually, learning and assessment are integrated, with assessment evidence being collected and feedback provided to the candidate at anytime 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, work-based, project-based, self-paced, action learning-based; conducted by distance or e-learning; and/or 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 and/or written assessment. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of the AQTF 2007 must be met (Standard 1).

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), and

• 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 recognition of prior learning 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, and

• 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 competence 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 AQTF 2007 specifies mandatory competency requirements for assessors. For information, Standard 1, Element 1.4 from the AQTF 2007 Essential Standards for Registration follows:

1.4	Training and assessment is delivered by trainers and assessors who:
a)	have the necessary training and assessment competencies as determined by the National Quality Council or its successors
b)	have the relevant vocational competencies at least to the level being delivered or assessed
c)	continue developing their vocational and training and assessment competencies to support continuous improvements in the delivery of the RTO"s services.

Assessment for Indigenous organisations

Aboriginal and Torres Strait Islander people have expressed concern about the importance of developing appropriate assessment processes.

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 opinions, 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 a particular Aboriginal and Torres Strait Islander organisation, should address each situation as unique.

Cultural appropriateness

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

• values, social beliefs and customs, such as Aboriginal and Torres Strait Islander law, land, and family and kinship systems

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

• ways of thinking, including preferred learning styles

• language, both English and Aboriginal English

• lifestyles

• local history

• location, including 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.

Trainers and assessors who are not Aboriginal or Torres Strait Islanders 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 to assist with assessment of relevant protocols, for example, where required.

There are a number of ways an 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 (non-Indigenous) RTO, establishing 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 such things as self-determination and

self-management, 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 decision-making. 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 meaningful ways in all stages of planning, development, delivery and evaluation. One way to achieve this 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 use 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 competencies (RCC) has been under-utilised.

Individuals may demonstrate competence in complete units of competency through formal training, informal training or the recognition of current competencies and skills, resulting in qualifications or statements of attainment being awarded.

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 , which may result in diverse literacy and numeracy issues. However, literacy and numeracy skills are not

a barrier to sophisticated thought, and care must be taken not to use assessment strategies that rely on a person having numeracy and literacy skills that are not intrinsically required by the unit of competency being assessed.

A flexible approach to assessment 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 CUF07 Screen and Media Training Package.

Assessment in Aboriginal and Torres Strait Islander communities

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, self-assessment and responsibility for the process

• members or prospective members of community management committees should have opportunities to demonstrate their competencies and skills

• activities undertaken by the candidate in a community management role 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 skills and knowledge

• 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 include the statement of attainment, listing the units of competency or qualifications achieved as required by the AQTF 2007

• 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 community management committees, the assessor must make every effort to ensure that assessment is conducted with the highest level of professionalism and integrity.

Units of competency with cultural content, including the following of local protocols, will require the assessor to have knowledge of these cultural matters. As these matters are often governed by local rules regarding 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 must be reached on how these matters are assessed. For non-Aboriginal and Torres Strait Islander RTOs, this will usually mean the use of auspice arrangements with appropriate people or knowledge experts, identified by the community.

It should be noted that for Aboriginal and Torres Strait Islander people being assessed in aspects of competency, they 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.

Designing Assessment Tools

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

Use of Assessment Tools

Assessment tools provide a means of collecting the evidence that assessors use in making judgments 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 < 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

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 continuous improvement of assessment strategies as required under Standard 1 of the AQTF 2007

• meet the assessment requirements expressed in Standard 1 of the AQTF 2007.

A key reference for assessors developing assessment tools is TAA04 Training and Assessment Training Package and the unit of competency TAAASS403A Develop assessment tools. There is no set format or process for the design, production or development of assessment materials.

Conducting Assessment

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

Assessment Requirements

Assessments must meet the criteria set out in the AQTF 2007 Essential Standards for

Registration.

For information, the mandatory assessment requirements from Standard 1 from the AQTF

2007 Essential Standards for Registration are as follows:

1.5	Assessment, including Recognition of Prior Learning:
a)	meets the requirements of the relevant Training Package or accredited course,
b)	is conducted in accordance with the principles of assessment and the rules of evidence, and
c)	meets workplace and, where relevant, regulatory requirements.

Assessment of Employability Skills

Employability Skills are integral to workplace competency. As such they must be considered in the design, customisation, delivery and assessment of vocational education and training programs in an integrated and holistic way, as represented diagrammatically below.

Employability Skills are embedded and explicit within each unit of competency. Training providers must use Employability Skills information in order to design valid and reliable training and assessment strategies. This analysis could include:

• reviewing units of competency to locate relevant Employability Skills and determine how they are applied within the unit

• analysing the Employability Skills Summary for the qualification in which the unit or units are packaged to help clarify relevant industry and workplace contexts and the

application of Employability Skills at that qualification outcome

• designing training and assessment to address Employability Skills requirements.

For more information on Employability Skills in Innovation and Business Industry Skills Council Training Packages go to the Innovation and Business Industry Skills Council website at http://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: training and assessment must be bias-free.

Under the rules for their development, Training Packages must reflect and cater for the increasing diversity of Australia"s VET clients and Australia"s current and future workforce. The flexibilities offered by Training Packages should enhance opportunities and potential outcomes for all people so that we can all benefit from a wider national skills base and a shared contribution to Australia"s economic development and social and cultural life.

Reasonable adjustments

It is important that education providers take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for students with disability.

Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. While "reasonable adjustment" and "unjustifiable hardship" are different concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of students with and without disability.

An adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education and

training on the same basis as students without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student"s disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment.

An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship.

See Part 4, Chapter 2 of the Training Package Development Handbook (DEST, September

2007) for more information on reasonable adjustment, including examples of adjustments.

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.

The Department of Education, Employment and Workplace Relations (DEEWR) provides further information in the Disability Standards for Education 2005 Guidance Notes , accessible via the DEEWR website (www.deewr.gov.au/Schooling/DisabilityStandardsforEducation/Documents/ Disability_Standards_Education_Guidance_Notes_pdf.pdf).

Good vocational 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 Australian Bureau of Statistics (ABS), 2003, Survey of Disability, Ageing and

Carers(SDAC) in the section on education and employment:

'In 2003, one in four people (24%) aged 15-64 years with a profound or severe core-activity 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 core-activity limitation were less likely to have completed a diploma or higher qualification (14%) than those without a disability (28%).'

Employment-related findings, for people aged 15-64 years living in households, from the ABS shared contribution to Australia"s economic development and social and cultural life.

Reasonable adjustments

It is important that education providers take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for students with disability.

Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. While "reasonable adjustment" and "unjustifiable hardship" are different concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of students with and without disability.

An adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education and

training on the same basis as students without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student"s disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment.

An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship.

See Part 4, Chapter 2 of the Training Package Development Handbook (DEST, September

2007) for more information on reasonable adjustment, including examples of adjustments.

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.

The Department of Education, Employment and Workplace Relations (DEEWR) provides further information in the Disability Standards for Education 2005 Guidance Notes , accessible via the DEEWR website (www.deewr.gov.au/Schooling/DisabilityStandardsforEducation/Documents/ Disability_Standards_Education_Guidance_Notes_pdf.pdf).

Good vocational 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 Australian Bureau of Statistics (ABS), 2003, Survey of Disability, Ageing and

Carers(SDAC) in the section on education and employment:

'In 2003, one in four people (24%) aged 15-64 years with a profound or severe core-activity 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 core-activity limitation were less likely to have completed a diploma or higher qualification (14%) than those without a disability (28%).'

Employment-related findings, for people aged 15-64 years living in households shared contribution to Australia"s economic development and social and cultural life.

Reasonable adjustments

It is important that education providers take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for students with disability.

Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. While "reasonable adjustment" and "unjustifiable hardship" are different concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of students with and without disability.

An adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education and

training on the same basis as students without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student"s disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment.

An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship.

See Part 4, Chapter 2 of the Training Package Development Handbook (DEST, September

2007) for more information on reasonable adjustment, including examples of adjustments.

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.

The Department of Education, Employment and Workplace Relations (DEEWR) provides further information in the Disability Standards for Education 2005 Guidance Notes , accessible via the DEEWR website (www.deewr.gov.au/Schooling/DisabilityStandardsforEducation/Documents/ Disability_Standards_Education_Guidance_Notes_pdf.pdf).

Good vocational 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 Australian Bureau of Statistics (ABS), 2003, Survey of Disability, Ageing and

Carers(SDAC) in the section on education and employment:

'In 2003, one in four people (24%) aged 15-64 years with a profound or severe core-activity 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 core-activity limitation were less likely to have completed a diploma or higher qualification (14%) than those without a disability (28%).'

Employment-related findings, for people aged 15-64 years living in households, from the ABS 2003 SDAC include:

• those with a profound level of core-activity 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 part-time (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 that people who have a disability are able to participate in employment and vocational education and training 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, illnesses or birth.

According to the ABS 2003 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 2003 SDAC 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 over-work".'

Health conditions can also be acquired through sporting accidents, repetitive or over-use

(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 in the contacts section 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 that 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 fairer 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 that 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, etc. However, the term '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 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 DEEWR website has information about the National Disability Coordination Officer Programme, which 'provides information, co-ordination and referral services for people with a disability interested in or enrolled in post-school education and training' (www.deewr.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.) • Reflective listening skills • Stress minimisation • 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 • Verbal rather than written presentations • Personal computers • Wheelchair access
Psychiatric disability	• Identification and avoidance of stresses • Ongoing rather than formal assessments • Reflective listening skills • 'Time-out' breaks in assessment
Speech impairment	• Information summaries • Stress minimisation • Time and patience • Written rather than verbal opportunities
Vision impairment	• Additional writing time for assignments and tests • Audiotapes • 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

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.

Contacts

Contacts

This section provides a list of useful contacts and resources to assist trainers and assessors in planning, designing, conducting and reviewing their programs for this Training Package.

Innovation and Business Skills Australia Building B, Level 2 192 Burwood Road Hawthorn VIC

3122 Tel: 03 9815 7000 Fax: 03 9815 7001 Web: www.ibsa.org.au Email:

reception@ibsa.org.au

Technical and Vocational Education and Training (TVET) Australia Limited

Level 21, 390 St Kilda Road, Melbourne VIC 3150

PO Box 12211, A'Beckett Street Post Office

Melbourne VICTORIA 8006

Tel: 03 9832 8100

Fax: 03 9832 8198

Email: sales@tvetaustralia.com.au

Web: www.tvetaustralia.com.au

For information on the TAA04 Training and Assessment Training Package contact: Innovation and Business Skills Australia

Level 2, Building B, 192 Burwood Road

Hawthorn VIC 3122

Tel: 03 9815 7000

Fax: 03 9815 7001

Web: www.ibsa.org.au

Email: virtual@ibsa.org.au

General resources

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

AQF Implementation Handbook, third edition. Australian Qualifications Framework Advisory

Board, 2002, www.aqf.edu.au.

Australian Quality Training Framework 2007 (AQTF 2007) - for information and resources go to <www.training.com.au/aqtf2007>.

AQTF 2007 Essential Standards for Registration . Training organisations must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications. They include three standards, a requirement for registered training organisations to gather information on their performance against three quality indicators, and nine conditions of registration.

AQTF 2007 User's Guide to the Essential Standards for Registration . A Users' Guide for training organisations who must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.

AQTF 2007 Standards for Accredited Courses . State and territory accrediting bodies are responsible for accrediting courses. This standard provides a national operating framework and template for the accreditation of courses.

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

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

Training Package Development Handbook (DEST, August 2007). Can be downloaded from www.deeewr.gov.au.

Assessment resources

Training Package Assessment Guides - a range of resources to assist RTOs in developing Training Package assessment materials (originally developed by ANTA with funding from the Department of Education, Training and Youth Affairs) and made up of 10 separate titles, as described at the publications page of www.deewr.gov.au. Go to www.resourcegenerator.gov.au .

Printed and/or CD versions of the Guides can be purchased from Technical and Vocational

Education and Training (TVET) Australia Limited. The resource includes the following guides:

• Training Package Assessment Materials Kit

• Assessing Competencies in Higher Qualifications

• Recognition Resource

• Kit to Support Assessor Training

• Candidates 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 and 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 self-directed 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 (available from TVET).

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 (now 'Skills Victoria').

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

Publishing Service, Canberra.

Support for employment, training and assessment of people with specific needs

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

Tel: 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)

ADCET 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

Tel: 03 6324 3787

Fax: 03 6324 3788

Website: www.adcet.edu.au Australian Association of the Deaf PO Box 1083

Stafford QLD 4053

Tel: 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

Tel: 02 8833 3615

Fax: 02 9893 8333

TTY: 02 9893 8858

Australian Federation of Disability Organisations

247 Flinders lane

Melbourne VIC 3000

Tel: 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

Tel: 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

Tel: 02 6290 2253

Fax: 02 6290 2252

Email: bianational@apex.net.au

Carers Australia

PO Box 73

Deakin West ACT 2600

Tel: 02 6122 9900

Fax: 02 6122 9999

Email: caa@carersaustralia.com.au

Website: www.carersaustralia.com.au

Commonwealth Disability Services Program Contacts

www.facs.gov.au or by telephone: ACT: 02 6274 5206

New South Wales: 02 263 3818

Northern Territory: 08 8946 3555

Queensland: 07 3360 2800

South Australia: 08 8236 6111

Tasmania: 03 6221 1411

Victoria: 03 9285 8523

Western Australia: 08 9346 5311

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

Tel: 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

Tel: 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

Tel: 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

Tel: 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

Tel: 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

Tel: 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. Tel: 131 242

Fax: 1300 65 49 49

Email: sales@sai-global.com Website: www.saiglobal.com Standards Australia

Standards Australia develops standards and codes for building access. Standards Australia Limited

Level 10, The Exchange Centre

20 Bridge Street

Sydney NSW 2000

Tel: 1800 035 822

Email: mail@standards.org.au

Women with Disabilities Australia WWDA PO Box 605 Rosny Park TAS 7018 Tel: 03 6244

8288 Fax: 03 6244 8255 Email: wwda@ozemail.com.au Website: www.wwda.org.au

Technical and Vocational Education and Training (TVET) Australia Limited

Level 21, 390 St Kilda Road, Melbourne VIC 3150

PO Box 12211, A"Beckett Street Post Office

MELBOURNE VICTORIA 8006

Ph: +61 3 9832 8100

Fax: +61 3 9832 8198

Email: sales@tvetaustralia.com.au

Web: www.tvetaustralia.com.au

For information on the TAA04 Training and Assessment Training Package contact:

Innovation & Business Skills Australia Level 2, Building B, 192 Burwood Road HAWTHORN VIC 3122

Telephone: (03) 9815 7000

Facsimile: (03) 9815 7001

Web: www.ibsa.org.au

Email: virtual@ibsa.org.au

General Resources

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

publications.

AQF Implementation Handbook, third Edition. Australian Qualifications Framework Advisory

Board, 2002, aqf.edu.au

Australian Quality Training Framework 2007 (AQTF 2007) - for information and resources go to < www.training.com.au/aqtf2007>

AQTF 2007 Essential Standards for Registration. Training organisations must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications. They include three standards, a requirement for registered training organisations to gather information on their performance against three quality indicators, and nine conditions of registration

AQTF 2007 User"s Guide to the Essential Standards for Registration. A Users" Guide for training organisations who must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.

AQTF 2007 Standards for Accredited Courses. State and Territory accrediting bodies are responsible for accrediting courses. This standard provides a national operating framework and template for the accreditation of courses.

TAA04 Training and Assessment Training Package. This is available from the Innovation and Innovation & Business Skills Australia (IBSA) Industry Skills Council and can be viewed, and components downloaded, from the National Training Information Service (NTIS).

National Training Information Service, an electronic database providing comprehensive 8288 Fax: 03 6244 8255 Email: wwda@ozemail.com.au Website: www.wwda.org.au

Technical and Vocational Education and Training (TVET) Australia Limited

Level 21, 390 St Kilda Road, Melbourne VIC 3150

PO Box 12211, A"Beckett Street Post Office

MELBOURNE VICTORIA 8006

Ph: +61 3 9832 8100

Fax: +61 3 9832 8198

Email: sales@tvetaustralia.com.au

Web: www.tvetaustralia.com.au

For information on the TAA04 Training and Assessment Training Package contact:

Innovation & Business Skills Australia Level 2, Building B, 192 Burwood Road HAWTHORN VIC 3122

Telephone: (03) 9815 7000

Facsimile: (03) 9815 7001

Web: www.ibsa.org.au

Email: virtual@ibsa.org.au

General Resources

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

publications.

AQF Implementation Handbook, third Edition. Australian Qualifications Framework Advisory

Board, 2002, aqf.edu.au

Australian Quality Training Framework 2007 (AQTF 2007) - for information and resources go to < www.training.com.au/aqtf2007>

AQTF 2007 Essential Standards for Registration. Training organisations must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications. They include three standards, a requirement for registered training organisations to gather information on their performance against three quality indicators, and nine conditions of registration

AQTF 2007 User"s Guide to the Essential Standards for Registration. A Users" Guide for training organisations who must meet these standards in order to deliver and assess nationally recognised training and issue nationally recognised qualifications.

AQTF 2007 Standards for Accredited Courses. State and Territory accrediting bodies are responsible for accrediting courses. This standard provides a national operating framework and template for the accreditation of courses.

TAA04 Training and Assessment Training Package. This is available from the Innovation and Innovation & Business Skills Australia (IBSA) Industry Skills Council and can be viewed, and components downloaded, from the National Training Information Service (NTIS).

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

Training Package Development Handbook (DEST, August 2007). Can be downloaded from www.dest.gov.au

Assessment Resources

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

Printed and/or CD ROM versions of the Guides can be purchased from Technical and Vocational Education and Training (TVET) Australia Limited. The resource includes the following guides:

• Training Package Assessment Materials Kit

• Assessing Competencies in Higher Qualifications

• Recognition Resource

• Kit to Support Assessor Training

• Candidates 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 self-directed 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 (available from TVET).

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 (now OTTE) Victoria.

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

Publishing Service, Canberra.

Competency Standards

Whole of Industry Qualification Information

Whole of Industry Qualification Information
CUF07 at a glance The revised units in CUF07 address key concerns raised during the Phase One review of CUF01 in 2005, namely: restricting the number of AQF levels at which units can be packaged. With a few exceptions, all units are now recommended for packaging at no more than two AQF levels ensuring that units reflect logical skill areas with clearly defined workplace outcomes, rather than processes such as operating pieces of equipment eliminating duplication of content between units broadening the scope of units to include a range of industry contexts where appropriate using plain English and accepted industry terminology providing clear guidance on required skills, knowledge and critical aspects of evidence embedding relevant employability skills in elements and performance criteria, as well as in the required skills and knowledge sections of all units ‘futureproofing’ units against technological change. This has been done by using terms such as ‘source media’, ‘relevant format’ and ‘relevant equipment’ in elements and performance criteria. Units of competency and qualifications developed in interactive digital media, animation and digital visual effects, broadcast technology and postproduction reflect the skill sets and work modes required in sectors most affected by convergence and skills shortages. The new title for the Training Package itself reflects industry convergence, with the word ‘screen’ encompassing everything from the smallest screen on a mobile phone to a cinema screen. With the introduction of digital radio broadcasting, the word ’screen’ even applies to what was once entirely an auditory experience. Work outcome All VET qualifications must lead to a work outcome. The flexibility of CUF07 Screen and Media Training Package qualifications allows RTOs to vary programs to meet: the specific needs of learners and industry clients the needs of a locality or a particular industry application of skills greater employability of a group of students or an individual. Maximising employability In all cases, when packaging qualifications in CUF07 Screen and Media Training Package, 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 duplication of work outcomes does not occur either within the Screen and Media Training Package or among other Training Packages. Titles of qualifications Guidelines on issuing qualifications and the protocol defining the form of qualifications are contained in the Australian Qualifications Framework (AQF) Implementation Handbook which can be accessed on the AQF website at http://www.aqf.edu.au/implem.htm. Qualifications in the CUF07 Screen and Media Training Package have industry descriptors only. There is no provision for nominating an occupational or functional stream in brackets after a title such as CUF40107 Certificate IV in Screen and Media. In the context of screen production, examples of functional streams could be camera operations, post-production, broadcasting or production management. However to specify such streams would narrow the focus of what students can achieve and would result in the addition of numerous qualifications to the Training Package without any actual change in their structure. However, RTOs issuing qualifications may wish to describe the specialisation in which individuals achieve competence in screen production. For example, the transcript of units completed could be preceded by a short statement such as: ‘The chosen industry context for this qualification was production management.’ Descriptive statements on certificates should always be written with reference to the overall guidelines in the AQF Implementation Handbook.

Appendices

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 Australian 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. The AQTF 2007 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 2007 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 are 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 Education, Employment, 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 vary 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; 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; and 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 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: Work placements that are long enough for real learning to take place. Systematic analysis of the training capacity of the workplace, to see what it can realistically supply. 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. Employer involvement in student selection for work placements. The presence of a trained program coordinator, able to liaise between the school and the firm and troubleshoot when problems occur. The use of qualified, highly competent workers as workplace trainers or mentors. Regular facetoface contact between the coordinators and employers and infirm supervisors. Monitoring of the students on the job by the program coordinator. 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. Deliberate efforts by schools to relate what has been learned at work to students’ schoolbased learning. (Source: 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 with any legislative requirements. That there be regular validation by the RTO that the student and assessor, where relevant, are operating according to RTO AQTF 2007 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, where possible, the workplace has 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 criterion (possibly over more than one unit) is being assessed there must be a clearly linked and documented relationship between the assessment and the performance criterion. 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 performance criterion be documented for audit purposes and for verification of appropriateness of the range of activities 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 or simulated work placements may also be legitimate.
Appendix B: Units of competency in this Training Package with prerequisites Code Title Prerequisite Animation and digital effects CUFANM401A Prepare 3D digital models for production CUFANM303A Create 3D digital models CUFANM501A Create 3D digital character animation CUFANM302A Create 3D digital animations Broadcast technology CUFBRT501A Collaborate on the design of broadcasting facilities CUFBRT402A Maintain broadcast equipment and facilities Costume CUFCOS503A Cut and drape complex period costumes CUFCOS404A Cut and drape costumes Industry capability CUFIND403A Work effectively in a costume studio CUFCOS401A Make costumes CUFCOS402A Construct costume components Makeup CUFMUP501A Design and apply specialised makeup CUFMUP401A Design, apply and remove makeup CUFMUP502A Design and apply special makeup effects CUFMUP401A Design, apply and remove makeup
Appendix C: Creativity, innovation and design in IBSA Training Packages What do we mean by creativity, innovation and design? The terms ‘creativity’, ‘innovation’ and ‘design’ tend to be used very differently by different people and often without shared understanding around the meaning and application of each term. How these terms are used and applied in relation to workplace skills development or within the VET system adds additional layers of complexity. A key finding of IBSA’s research was, that while definitions of creativity, innovation and design were somewhat vague, there were a number of key elements that united the works of a number of educationalists and theorists, and more recently reports from business and governments, on these concepts: Creativity, innovation and design as skills-based concepts, behaviours and knowledge areas are concerned with a multiplicity of skills and environmental factors. The skill/behaviours are complex and work together, iteratively and organically with such things as visual thinking, collaboration, risk-taking, problem-solving, communication, reflection and meta-cognition. In many instances cross or interdisciplinary educational and business approaches are required for these skills to develop and be used. Creativity, innovation and design skills and knowledge involve individuals and their relationship with technologies, materials, work practices and processes, and other people, in collaborative and supportive environments. The value of creativity, innovation and design outputs are context-bound or context-specific. This does not mean that designers and individuals cannot work across contexts; it means that creativity, innovation and design relate in their value and usefulness to a particular set of circumstances, materials, technologies and work practices or systems, within or across a specific time period. Below are a number of definitions and key descriptors to facilitate common understanding of creativity, innovation and design. IBSA has taken the ideas and spirit of these descriptors as a starting point for developing units of competency. Creativity is… Creativity involves the use of the imagination or original ideas in order to create something. (Source: Compact Oxford English Dictionary) Key descriptors: Creativity involves toying with ideas/and or materials, originating concepts, experimenting, conceptualising, exploring, crossing boundaries (usually done individually but often enhanced collectively) and then communicating these. On a daily basis, our lives are enhanced and enriched by both our individual creativity and that of others. In an example close to home, we note that the very first Victa prototype, the Peach-tin, made in 1952 by Mervyn Victor Richardson, the founder of the Victa lawnmower company, was developed in his backyard in the Sydney suburb of Concord. It was aptly named the Peach-tin after its petrol tank, which was made from an empty can of peaches. Creativity is also the way an artist or designer experiments with new ways of doing and representing the world, such as the work done by Picasso, or Australia’s own Indigenous artists whose unique representation of Country and Dreaming now generate huge interest both nationally and internationally. Creativity is enhanced when the free movement of ideas across and between different fields of knowledge is encouraged, or when individuals have their self-confidence, curiosity, flexibility and willingness to take risks facilitated. It is also likely to flourish where individuals work together in multidisciplinary teams and are taught to observe, perceive and imagine more in their thinking (Hoffert). (Source: Imagine Australia: The Role of Creativity in the Innovation Economy. Hoffert, PMSEIC, 2005) Innovation is… (Source: Ithaca Group report on innovation, Rod McDonald, 2005) Coming up with new ideas which embrace invention and everything that would emerge from R&D activities. Developing new uses for old ideas, which embraces notions of improvement, further development of existing ideas, and identifying existing resources and, through applying knowledge, elevating these ideas to a new level of utility and value to the customer. The changes can be either incremental (e.g. any improvement made to an existing production process) or radical (e.g. the adaptation of new technology to new ways of doing business). Translating this into competitive advantage or economic growth, which means more than invention or R&D or simply having a good idea: It’s the translation of that idea into a useful reality. This encompasses: the commercialisation and internationalisation of new technologies (scientific, technological, organisational, financial and business) all industries, including high technology, traditional manufacturing and service sectors the anticipation and shaping of market needs and all activities that encourage and support any of the above. The diagram below shows how these concepts link to each other. Key descriptors: the innovation process involves managing change, managing ideas, implementing new ideas, working together in communities and/or corporations, anticipating market needs with new products, being entrepreneurial with new ideas, systems, products and materials. Design is… Design is the deliberate and considered creative process of devising and producing by independent investigation, experimentation and mental activity something that is useful. (Source: B. Roantree contribution to Innovation, Creativity and Design workshop 2006) Key descriptors: the design process involves purposeful problem posing and solving with materials, technologies or systems – usually in response to briefs, researching options considering aesthetics, functions and performance, following through with ideas, sequential trialling, evaluating and reflecting, producing something useful. The way design impacts on our lives is seen in innovations and products such as Apple computers with their unique approach to colour, shape and style; Alessi’s items of everyday use; and medical interventions or inventions, such as the bionic ear. Design is (most typically) a trained state of mind where individuals constantly examine the world around them to find improvements. In organisations, design thinking – which is really another word for innovation – can be fostered if workers are encouraged to contribute ideas in everything from product design to business processes, in a free-flowing atmosphere. Design solutions can be applied across routine as well as more inventive ways, as shown in Roantree’s diagram below. (Source: Enhancing Creativity and Innovation through Training. A think piece on the future Training Package development to address creativity and innovation, Barry Roantree, 2005) Using the creativity, innovation and design units of competency Below is a list of the units which were endorsed as part of the BSB07 Business Services Training Package. Creative thinking BSBCRT101A Apply critical thinking techniques BSBCRT301A Develop and extend critical and creative thinking techniques BSBCRT401A Articulate, present and debate ideas BSBCRT402A Collaborate in a creative process BSBCRT501A Originate and develop concepts BSBCRT601A Research and apply concepts and theories of creativity Innovation BSBINN201A Contribute to workplace innovation BSBINN301A Promote innovation in a team environment BSBINN501A Establish systems that support innovation BSBINN502A Build and sustain an innovative work environment BSBINN601A Manage organisational change BSBINN801A Lead innovative thinking and practice Design BSBDES201A Follow a design process BSBDES202A Evaluate the nature of design in a specific industry context 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 BSBDES401A Generate design solutions BSBDES402A Interpret and respond to a design brief BSBDES403A Develop and extend design skills and practice 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 The units are designed for use by different people in different ways and in different contexts. A key objective is that the units provide triggers for a greater focus on developing skills in creativity, innovation and design. How this is done will depend on the needs of different individuals and groups. In fact, effective implementation of the units relies on the creativity, innovation and design skills of those who choose to use them. Individuals, workplaces or training organisations could: develop short courses or programs based on one or more of the units to nurture skills in creativity, innovation and design – either in the workplace or a training institution link the units to other workforce development activities combine the units with other industry or occupation-specific content to form a ‘skill set’ that meets a specific workplace need select the units as electives in national qualifications use the units to assist in identifying the nature of creativity, innovation and design skills needed by people working in different roles select small portions of the units as the basis for learning and development activities. Users are encouraged to review the whole unit, and pay particular attention to information under ‘Application of the unit’ to assess relevance to particular individuals and groups.

CUF10107 Certificate I in Creative Industries

Modification History

Not applicable.

Description

Descriptor

This qualification allows learners to develop basic skills and knowledge to prepare for work in the creative industry sectors. The range of technical skills is limited.

Job roles

This qualification allows learners to develop skills and knowledge to prepare for work, but there are no specific employment outcomes at this level.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by the creative industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	interpreting instructions for specific tasks
Teamwork	interpreting instructions for specific tasks
Problem-solving	finding the most relevant source of information on the internet for a specific task
Initiative and enterprise	developing an attitude towards work and learning that involves asking questions
Planning and organising	performing routine tasks in a logical sequence
Self-management	following OHS procedures
Learning	keeping up to date with developments in relevant industry sector planning a learning and/or career pathway
Technology	using the internet to source information sending emails

Packaging Rules

Packaging Rules
Total number of units = 6 3 core units 3 elective units 2 elective units must be selected from the Group A and/or Group B units listed below. The remaining 1 elective unit may be selected from the elective units listed below or any endorsed Training Package or accredited course at the same qualification level. If electives are required from Group B units, only 1 unit can be selected as part of this qualification. Electives must be relevant to the qualification outcome. Core units Industry context CUFIND201A Develop and apply creative arts industry knowledge ICT use ICAU1128B Operate a personal computer OHS BSBOHS201A Participate in OHS processes Group A units Aboriginal and Torres Strait Islander cultural heritage CUVPRP02B Develop understanding of own Aboriginal or Torres Strait Islander identity Art and construction CUEPRP03B Apply a general knowledge of props construction CUESCE05B Apply a general knowledge of scenic art CUESET05C Apply set construction techniques Art and craft CUVVSP14B Apply techniques to produce drawings CUVVSP34B Apply techniques to produce paintings Audio/sound CUESOU07B Apply a general knowledge of audio to work activities Creative process BSBCRT101A Apply critical thinking techniques CUVCOR02B Develop and articulate concept for own work First aid HLTFA201A Provide basic emergency life support Learning and development BSBLED101A Plan skills development Lighting CUFLGT101A Apply a general knowledge of lighting to work activities Music performance CUSMPF101A Develop skills to play or sing music CUSMPF102A Develop ensemble skills to perform simple musical parts OHS CUETGE15B Handle physical elements safely during bump in/bump out Staging CUESTA05C Apply a general knowledge of staging to work activities Sustainability BSBSUS201A Participate in environmentally sustainable work practices Vision systems CUEAUD06B Apply a general knowledge of vision systems to work activities Group B units ICT use (only one unit may be chosen from this competency field) ICAU1133B Send and retrieve information using web browsers and email ICAU1204B Locate and use relevant on-line information

CUF20107 Certificate II in Creative Industries (Media)

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of individuals who perform a range of mainly routine tasks in the creative industry sectors, work under direct supervision, and use limited practical skills and fundamental operational knowledge in a defined context. It is, in essence, a preparatory qualification that can be used as a pathway into CUF30107 Certificate III in Media.

Job roles

Community radio production assistant

Community television production assistant.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by the creative industries for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. This table is a summary of employability skills that are typical of this qualification and should not be interpreted as definitive.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	interpreting and clarifying written or verbal instructions providing standard information about services or operations to others
Teamwork	seeking and responding to feedback on work in progress working as a member of a team and interacting with members of the public in a specific job role
Problem-solving	finding the most relevant source of information on the internet for a specific task recognising operational problems of a routine nature and referring them to the appropriate person
Initiative and enterprise	developing an attitude towards work and learning that involves asking questions obtaining information in a culturally appropriate way
Planning and organising	collecting and organising information in a way that allows for easy retrieval planning work tasks in a logical sequence
Self-management	following workplace procedures, particularly in relation to OHS producing work within deadlines seeking expert assistance when problems arise
Learning	keeping up to date with industry developments and trends improving techniques through practice
Technology	sending emails using the internet to source information

Packaging Rules

Packaging Rules
Total number of units = 8 4 core units 2 units from Group A 2 elective units The 2 elective units may be selected from the remaining Group A units and/or Group B units listed below any endorsed Training Package or accredited course at the same qualification level. Elective units must be relevant to the work outcome and local industry requirements. Core units Creative thinking BSBCRT101A Apply critical thinking techniques Industry context CUFIND201A Develop and apply creative arts industry knowledge OHS CUSOHS301A Follow occupational health and safety procedures Workplace effectiveness BSBWOR203A Work effectively with others Group A units (specialist) Art and construction CUEPRP03B Apply a general knowledge of props construction CUFPRP201A Repair, maintain and alter props CUESCE05B Apply a general knowledge of scenic art CUFSCE201A Prepare and prime scenic art cloths CUFSCE202A Repair, maintain and alter scenic art CUESET05C Apply set construction techniques Audio/sound CUESOU07B Apply a general knowledge of audio to work activities CUFSOU204A Perform basic sound editing CUSSOU201A Assist with sound recordings CUSSOU202A Mix sound in a broadcasting environment Camera/cinematography CUFCAM201A Assist with a basic camera shoot Digital content and imaging CUFDIG201A Maintain interactive content CULLB307C Use multimedia ICPMM296A Create and test a CD-ROM/DVD On-air presentation CUFAIR201A Develop techniques for presenting information on radio Post-production CUFPOS201A Perform basic vision and sound editing Research CUFRES201A Collect and organise content for broadcast or publication Group B units Creative process BSBCRT301A Develop and extend critical and creative thinking skills Customer service BSBCUS201A Deliver a service to customers Design BSBDES201A Follow a design process BSBDES202A Evaluate the nature of design in a specific industry context Diversity BSBDIV301A Work effectively with diversity Financial administration BSBFIA301A Maintain financial records First aid HLTFA201A Provide basic emergency life support General maintenance MEM18001C Use hand tools MEM18002B Use power tools/hand held operations MEM05012C Perform routine manual metal arc welding MEM5001B Perform manual soldering/desoldering - electrical/electronic components ICT use ICAU2006B Operate computing packages Information management BSBINM201A Process and maintain workplace information Lighting CUFLGT101A Apply a general knowledge of lighting to work activities OHS CUETGE15B Handle physical elements safely during bump in/bump out Sustainability BSBSUS201A Participate in environmentally sustainable work practices Workplace effectiveness BSBWOR202A Organise and complete daily work activities Selecting electives for different outcomes This qualification allows learners to develop skills and knowledge to prepare for work, with some limited employment outcomes. The context for this qualification varies, and this must guide the selection of elective units. The following examples are designed to assist in the selection of appropriate electives for particular outcomes at this level, but they are in no way prescriptive: Community radio production assistant Core units plus: CUFAIR201A Develop techniques for presenting information on radio CUFRES201A Collect and organise content for broadcast or publication or CUSSOU202A Mix sound in a broadcasting environment CUFSOU204A Perform basic sound editing Community television production assistant Core units plus: CUFCAM201A Assist with a basic camera shoot CUFPOS201A Perform basic vision and sound editing or CUFRES201A Collect and organise content for broadcast or publication CUFDIG201A Maintain interactive content

CUF30107 Certificate III in Media

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of a skilled operator in the film, television, radio or digital media industries who applies a broad range of competencies in a varied work context, using some discretion and judgement and relevant theoretical knowledge. They may provide technical advice and support to a team.

Job roles

Archival media technician

Camera/lighting assistant

Community radio program maker/presenter

Editing assistant

Interactive media author assistant

Production assistant.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

National Standard for Licensing Persons Performing High Risk Work

The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels.

CPCCLDG3001A Licence to perform dogging

CPCCLRG3001A Licence to perform rigging basic level

CPCCLRG3002A Licence to perform rigging intermediate level

CPCCLRG4001A Licence to perform rigging advanced level.

National Code of Practice for Induction for Construction Work

Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering the construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007).

Achievement of the unit 'CPCCOHS1001A Work safely in the construction industry' from the CPC08 Construction and Plumbing Integrated Framework Training Package fulfils this requirement.

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by an interactive media author assistant based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	interpreting and clarifying written or verbal instructions interpreting and applying information in user manuals for software applications writing copy that meets specific requirements
Teamwork	seeking and responding to feedback on work in progress working as a member of a production team - both independently on assignment and under direction
Problem-solving	anticipating and dealing with minor equipment set-up and operational problems modifying graphic images and elements of web pages to achieve desired effect
Initiative and enterprise	generating a range of feasible ideas for visual designs within scope of job role obtaining information in a culturally appropriate way participating in quality improvement activities
Planning and organising	collecting and organising information in a way that allows for easy retrieval planning work tasks in a logical sequence undertaking basic research into information to be used in written copy
Self-management	acting within the scope of job role following workplace procedures, particularly in relation to OHS producing work within deadlines seeking expert assistance when problems arise
Learning	keeping up to date with industry developments and trends improving writing skills through drafting and redrafting material reviewing design and creative reference material to improve understanding of visual communication principles identifying and taking advantage of opportunities for ongoing professional development
Technology	managing files using standard naming conventions using content management systems, authoring and digital imaging software using link-checking software using video and audio software to prepare video and audio sequences for inclusion in interactive media products

Packaging Rules

Packaging Rules
Total number of units = 11 3 core units 8 elective units. 6 elective units must be selected from the elective list below. The remaining 2 elective units may be selected from the remaining elective units listed any endorsed Training Package or accredited course at the same qualification level. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Creative thinking BSBCRT301A Develop and extend critical and creative thinking skills Industry context CUFIND301B Work effectively in the screen and media industries OHS CUSOHS301A Follow occupational health and safety procedures Elective units Animation and digital effects CUFANM301A Create 2D digital animations CUFANM302A Create 3D digital animations CUFANM303A Create 3D digital models Audio/sound CUFSOU204A Perform basic sound editing CUFSOU301A Prepare audio assets CUFSOU302A Compile audio material for broadcast CUSSOU201A Assist with sound recordings CUSSOU202A Mix sound in a broadcasting environment CUSSOU302A Record and mix a basic music demo CUSSOU303A Set up and disassemble audio equipment CUSSOU304A Restore audio tracks CUSSOU305A Analyse soundtracks Bookkeeping BSBFIA301A Maintain financial records Broadcasting CUFBRD301A Perform basic transmission operations CUFBRD302A Provide production support for television productions CUFBRD303A Prepare video material for television transmission Camera/cinematography CUFCAM201A Assist with a basic camera shoot CUFCAM301A Shoot material for screen productions CUFCAM302A Rig camera infrastructure Construction CPCCOHS1001A Work safely in the construction industry Creative thinking BSBCRT101A Apply critical thinking techniques Customer service BSBCUS201A Deliver a service to customers Design BSBDES201A Follow a design process BSBDES202A Evaluate the nature of design in a specific industry context BSBDES302A Explore and apply the creative design process to 2D forms BSBDES303A Explore and apply the creative design process to 3D forms Digital content and imaging CUFDIG201A Maintain interactive content CUFDIG301A Prepare video assets CUFDIG302A Author interactive sequences CUFDIG303A Produce and prepare photo images CUFDIG304A Create visual design components Diversity BSBDIV301A Work effectively with diversity Drawing CUVCOR08B Produce drawings to represent and communicate the concept First aid HLTFA301B Apply first aid General maintenance CUFGMT301A Repair and maintain production equipment ICT use ICAU3019B Migrate to new technology ICAU3126B Use advanced features of computer applications Innovation BSBINN201A Contribute to workplace innovation BSBINN301A Promote innovation in a team environment Lighting CUFLGT101A Apply a general knowledge of lighting to work activities CUFLGT301A Prepare, install and test lighting equipment CUFLGT302A Record and operate standard lighting cues CUFLGT303A Install and operate follow spots CUFLGT304A Operate floor electrics On-air presentation CUFAIR201A Develop techniques for presenting information on radio CUFAIR301A Present radio programs CUFAIR302A Develop techniques for presenting information to camera Post-production CUFPOS201A Perform basic vision and sound editing CUFPOS301A Prepare motion picture film for printing or transfer CUFPOS302A Process motion picture film CUFPOS303A Print motion picture film Production planning and management BSBCON401A Work effectively in a business continuity context CUFPPM301A Plan and prepare programs CUFCMP301A Implement copyright arrangements Research CUFRES201A Collect and organise content for broadcast or publication Rigging/Dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level CPCCLDG3001A Licence to perform dogging Sustainability BSBSUS201A Participate in environmentally sustainable work practices Writing CUFWRT301A Write content for a range of media CUFWRT302A Write simple stories Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Camera/lighting assistant Core units plus: CUFCAM201A Assist with a basic camera shoot CUFCAM301A Shoot material for screen productions CUFCAM302A Rig camera infrastructure CUFLGT101A Apply a general knowledge of lighting to work activities CUFLGT302A Record and operate standard lighting cues CUFLGT301A Prepare, install and test lighting equipment CUFLGT303A Install and operate follow spots CUFLGT304A Operate floor electrics Community radio program maker/presenter Core units plus: CUFRES201A Collect and organise content for broadcast or publication CUFPPM301A Plan and prepare programs CUFWRT301A Write content for a range of media CUFSOU302A Compile audio material for broadcast CUFAIR201A Develop techniques for presenting information on radio CUFAIR301A Present a radio program BSBDIV301A Work effectively with diversity CUFSOU204A Perform basic sound editing Interactive media author assistant Core units plus: CUFDIG201A Maintain interactive content CUFDIG301A Prepare video assets CUFSOU301A Prepare audio assets CUFDIG302A Author interactive sequences CUFDIG303A Produce and prepare photo images CUFDIG304A Create visual design components CUFRES201A Collect and organise content for broadcast or publication CUFWRT301A Write content for a range of media Production assistant Core units plus: CUFWRT301A Write content for a range of media CUFPOS201A Perform basic vision and sound editing CUFCMP301A Implement copyright arrangements CUFRES201A Collect and organise content for broadcast or publication CUFBRD302A Provide production support for television productions BSBFIA301A Maintain financial records CUFDIG201A Maintain interactive content CUFGMT301A Repair and maintain production equipment Archival media technician Core units plus: CUFPOS201A Perform basic vision and sound editing CUFRES201A Collect and organise content for broadcast or publication CUFPOS301A Prepare motion picture film for printing or transfer CUFPOS302A Process motion picture film CUFPOS303A Print motion picture film CUSSOU10A De-noise soundtracks BSBCUS201A Deliver a service to customers CULMS412B Record and maintain collection information

CUF30207 Certificate III in Broadcast Technology

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of a skilled operator in the television or radio broadcasting industries who applies a broad range of competencies in a varied work context, using some discretion and judgement and relevant theoretical knowledge. They may provide technical advice and support to a team.

Job roles

Assistant broadcast technologist

Broadcast installer

Broadcast technical officer.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

Electrical work

In some states and territories of Australia, a restricted electrical licence is required. Restricted electrical licences allow a person to carry out electrical work incidental to a trade. Incidental work may include fault finding on equipment or changing like for like equipment by disconnecting and reconnecting the fixed wiring. It does not include any other changes to the fixed wiring.

First aid

The broadcast industry recommends completion of the St John Ambulance Senior First Aid course.

Open cabling registration

The core units ICTTC136C and ICTTC137C fulfil requirements for Open Cabling Registration by the Australian Communications and Media Authority (ACMA).

National Standard for Licensing Persons Performing High Risk Work

The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels.

CPCCLDG3001A Licence to perform dogging

CPCCLRG3001A Licence to perform rigging basic level

CPCCLRG3002A Licence to perform rigging intermediate level

CPCCLRG4001A Licence to perform rigging advanced level.

National Code of Practice for Induction for Construction Work

Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering the construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007).

Achievement of the unit 'CPCCOHS1001A Work safely in the construction industry' from the CPC08 Construction and Plumbing Integrated Framework Training Package fulfils this requirement.

Information on occupational licensing and its intersection with vocational education and training can be found in Licensing Line News at www.licensinglinenews.com.

Pre-requisite Units

Code and title	Pre-requisite units required
UEENEEH007B Carry out repairs of predictable faults in general electronic apparatus	UEENEEH012B Solve problems in digital components of electronic apparatus UEENEEH013B Solve problems in amplifier sections of electronic apparatus UEENEEH038B Find and repair faults in complex power supplies
UEENEEH011B Solve problems in d.c. power supplies with single phase input	UEENEEH002B Carry out basic repairs to electronic apparatus by replacement of components AND UEENEEH014B Solve problems in frequency dependent circuits OR UEENEEG002B Solve problems in single and three phase low voltage circuits OR UEENEEG012B Solve fundamental problems in electrical systems
UEENEEH012B Solve problems in digital components of electronic apparatus	UEENEEH002B Carry out basic repairs to electronic apparatus by replacement of components
UEENEEH017B Carry out repairs of predictable faults in audio and video replay/recording apparatus	UEENEEH012B Solve problems in digital components of electronic apparatus UEENEEH013B Solve problems in amplifier sections of electronic apparatus UEENEEH038B Find and repair faults in complex power supplies
UEENEEH024B Carry out repairs of predictable faults in audio components	UEENEEH012B Solve problems in digital components of electronic apparatus UEENEEH013B Solve problems in amplifier sections of electronic apparatus UEENEEH038B Find and repair faults in complex power supplies
UEENEEH027B Commission commercial radio frequency (RF) transmission and reception systems	UEENEEH072B Find and repair faults in the RF sections of electronic apparatus
UEENEEH028B Install microwave and antennae and waveguides	UEENEEE002B Dismantle, assemble and fabricate electro-technology components UEENEEE005B Fix and secure equipment UEENEEE007B Use drawings, diagrams, schedules and manuals
UEENEEH039B Solve problems in basic amplifier circuits	UEENEEH002B Carry out basic repairs to electronic apparatus by replacement of components AND UEENEEH014B Solve problems in frequency dependent circuits OR UEENEEG002B Solve problems in single and three phase low voltage circuits
UEENEEH042B Solve problems in oscillator sections of electronic apparatus	UEENEEH014B Solve problems in frequency dependent circuits UEENEEH039B Solve problems in basic amplifier circuits
UEENEEH076B Diagnose and repair faults in display circuits	UEENEEH071B Find and repair faults in television receivers
ICAS3034B Determine and action network problems	ICAS3024B Provide basic system administration ICAT3025B Run standard diagnostic tests

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by an assistant broadcast technologist based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	interpreting and clarifying written or verbal instructions interpreting and applying information in user manuals for software applications completing workplace documentation such as maintenance reports discussing equipment fault/problem situations with users to determine what action needs to be taken
Teamwork	seeking and responding to feedback on work in progress working collaboratively as a member of a broadcast technology team
Problem-solving	identifying and resolving problems associated with installing cabling in buildings finding and repairing faults in electronic apparatus, and audio and video replay/recording devices (including digital components) solving problems in multiple path d.c. circuits and extra-low voltage sing path circuits solving problems in d.c. power supplies with single phase input
Initiative and enterprise	optimising operating system and software applications to meet organisational requirements participating in quality improvement activities
Planning and organising	planning work tasks in a logical sequence planning and implementing a network addressing system running standard diagnostic tests on IT systems on a regular basis
Self-management	acting within the scope of job role following workplace procedures, particularly in relation to OHS and complying with Australian standards in relation to cabling completing maintenance tasks within deadlines seeking expert assistance when problems arise
Learning	keeping up to date with industry developments and trends building on existing knowledge to upgrade IT technology skills providing one-to-one instruction to users about changes to operating systems and software applications identifying and taking advantage of opportunities for ongoing professional development
Technology	using hand and power tools performing manual soldering/desoldering using the internet to keep abreast of industry developments and trends installing operating system software installing and managing network protocols

Packaging Rules

Packaging Rules
Total number of units = 18 11 core units 7 elective units 4 elective units must be selected from the list below. The remaining 3 elective units may be selected from the remaining elective units listed, any endorsed Training Package or any accredited course at the same qualification level. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Electronics UEENEEE003B Solve problems in extra-low voltage single path circuits UEENEEE004B Solve problems in multiple path d.c. circuits UEENEEH014B Solve problems in frequency dependent circuits General maintenance MEM5001B Perform manual soldering/desoldering - electrical/electronic components MEM18002B Use power tools/hand held operations ICT use ICAT3025B Run standard diagnostic tests ICAU3019B Migrate to new technology ICTTC136C Install, maintain and modify customer premises communications cabling: ACA Restricted Rule ICTTC137C Install, maintain and modify customer premises communications cabling: ACA Open Rule Industry context CUFIND301B Work effectively in the screen and media industries OHS CUSOHS301A Follow occupational health and safety procedures Elective units Broadcasting CUFBRD301A Perform basic transmission operations Construction CPCCOHS1001A Work safely in the construction industry Electronics UEENEEH007B Carry out repairs of predictable faults in general electronic apparatus UEENEEH011B Solve problems in d.c. power supplies with single phase input UEENEEH012B Solve problems in digital components of electronic apparatus UEENEEH013B Solve problems in amplifier sections of electronic apparatus UEENEEH017B Carry out repairs of predictable faults in audio and video replay/recording apparatus UEENEEH018B Find and repair faults in electronic apparatus UEENEEH024B Carry out repairs of predictable faults in audio components UEENEEH027B Commission commercial radio frequency (RF) transmission and reception systems UEENEEH028B Install microwave and antennae and waveguides UEENEEH039B Solve problems in basic amplifier circuits UEENEEH042B Solve problems in oscillator sections of electronic apparatus UEENEEH076B Diagnose and repair faults in display circuits First aid HLTFA301B Apply first aid ICT building and implementation ICAI3020B Install and optimise operating system software ICAI3101B Install and manage network protocols ICAI3021B Connect internal hardware components ICT support ICAS3115B Maintain equipment and software in working order ICAS3034B Determine and action network problems Rigging/Dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level CPCCLDG3001A Licence to perform dogging Sustainability BSBSUS201A Participate in environmentally sustainable work practices Telecommunications ICTTC008D Terminate metallic conductor cable ICTTC009D Terminate/splice structured cabling and certify installation ICTTC011D Place, secure and terminate co-axial cable ICTTC013D Perform an accurate cable system test ICTTC066D Joint and terminate co-axial cable Workplace effectiveness BSBWOR302A Work effectively as an off-site worker Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Assistant broadcast technologist Core units plus: UEENEEH011B Solve problems in d.c. power supplies with single phase input UEENEEH012B Solve problems in digital components of electronic apparatus UEENEEH017B Carry out repairs of predictable faults in audio and video replay/recording apparatus UEENEEH018B Find and repair faults in electronic apparatus ICAI3020B Install and optimise operating system software ICAI3101B Install and manage network protocols ICAS3034B Determine and action network problems Broadcast installer Core units plus: ICTTC008D Terminate metallic conductor cable ICTTC011D Place, secure and terminate co-axial cable ICTTC009D Terminate/splice structured cabling and certify installation ICTTC066D Joint and terminate co-axial cable ICTTC013D Perform an accurate cable system test UEENEEH028B Install microwave and antennae and waveguides HLTFA301B Apply first aid Broadcast technical officer Core units plus: UEENEEH011B Solve problems in d.c. power supplies with single phase input UEENEEH012B Solve problems in digital components of electronic apparatus UEENEEH013B Solve problems in amplifier sections of electronic apparatus UEENEEH017B Carry out repairs of predictable faults in audio and video replay/recording apparatus UEENEEH018B Find and repair faults in electronic apparatus ICAI3021B Connect internal hardware components ICAS3115B Maintain equipment and software in working order

CUF30307 Certificate III in Scenery and Set Construction

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of individuals who work in the area of constructing sets, props and scenery for productions, events or exhibitions in the film, television and entertainment industries. They apply a broad range of competencies in a varied work context, using some discretion and judgement and relevant theoretical knowledge. They may provide technical advice and support to a team.

Job roles

Construction workshop assistant

Props assistant

Scenic art assistant.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

National Standard for Licensing Persons Performing High Risk Work

The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels.

CPCCLDG3001A Licence to perform dogging

CPCCLRG3001A Licence to perform rigging basic level

CPCCLRG3002A Licence to perform rigging intermediate level

CPCCLRG4001A Licence to perform rigging advanced level.

National Code of Practice for Induction for Construction Work

Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering the construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007).

Achievement of the unit 'CPCCOHS1001A Work safely in the construction industry' from the CPC08 Construction and Plumbing Integrated Framework Training Package fulfils this requirement.

Information on occupational licensing and its intersection with vocational education and training can be found in Licensing Line News at www.licensinglinenews.com.

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by a props assistant based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	interpreting and clarifying written and verbal instructions preparing props documentation interpreting plans and specifications
Teamwork	seeking and responding to feedback on work in progress working as a member of a production team - both independently on assignment and under direction discussing options for different techniques with colleagues resolving a conflict with other workshop colleagues in relation to resource allocation
Problem-solving	anticipating and dealing with minor problems related to equipment and materials making adjustments to material quantities to address construction problems calculating measurements and quantities
Initiative and enterprise	generating a range of feasible ideas for props within scope of job role sourcing unusual props items modifying props to achieve desired effect contributing ideas for and participating in quality improvement activities
Planning and organising	planning work tasks in a logical sequence storing props in an orderly fashion for easy retrieval researching and organising the acquisition of appropriate props organising the construction of several items within a restricted timeframe
Self-management	acting within the scope of job role following workplace procedures, particularly in relation to OHS producing work within deadlines seeking expert assistance when problems arise
Learning	keeping up to date with industry developments and trends improving craft skills through practice and taking account of feedback from supervisors and colleagues identifying and participating in professional development activities
Technology	using hand and power tools using the internet for research using equipment to make moulds

Packaging Rules

Packaging Rules
Total number of units = 12 4 core units 6 Group A units 2 elective units 2 elective units must be selected from the Group A and/or Group B units listed below any endorsed Training Package or accredited course at the same qualification level. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Industry context CUFIND301B Work effectively in the screen and media industries or CUEIND01C Source and apply entertainment industry knowledge And the following units: General maintenance CPCCCM1005A Carry out measurements and calculations MEM18001C Use hand tools OHS CUSOHS301A Follow occupational health and safety procedures Group A units (specialist) Props CUEPRP02B Research, obtain and prepare props CUEPRP03B Apply a general knowledge of props construction CUEPRP04B Use casting and moulding techniques to make props CUEPRP05B Make prop furniture CUEPRP06B Construct mechanical props CUEPRP07B Make props using mixed media CUFPRP201A Repair, maintain and alter props CUFPRP301A Assemble and maintain props Scenic art CUESCE06B Use scenic art painting techniques CUESCE07B Create special effects for scenic art CUFSCE201A Prepare and prime scenic art cloths CUFSCE202A Repair, maintain and alter scenic art CPCCPD3008A Apply decorative paint finishes CPCCPD3004A Apply paint by spray CPCCPD3003A Apply texture coat paint by brush, roller and spray Sets CUESET05C Apply set construction techniques CUESET09B Construct soft scenery CUESET10B Construct mechanical sets CUESET302A Make sets CUFSET301A Assemble and maintain sets Special effects CUFSFX301A Maintain and repair special effects items Group B units Construction CPCCOHS1001A Work safely in the construction industry Costume LMTCL2004B Sew components Creative thinking BSBCRT301A Develop and extend critical and creative thinking skills Design 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 Drawing CUVCOR08B Produce drawings to represent and communicate the concept CUVCRS03B Produce computer-aided drawings CUVCRS04B Produce technical drawings CUVCRS06B Make scale models First aid HLTFA301B Apply first aid General maintenance CPCCCA2001A Handle carpentry materials CPCCCM2001A Read and interpret plans and specifications CPCCSC2002A Erect and dismantle basic scaffolding CPCCSF2001A Handle steelfixing materials Innovation BSBINN201A Contribute to workplace innovation Staging CUESTA01C Install staging elements CUESTA05B Apply a general knowledge of staging to work activities CUESTA06B Apply a general knowledge of theatrical rigging Sustainability BSBSUS201A Participate in environmentally sustainable work practices Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Props assistant Core units plus: CUEPRP02B Research, obtain and prepare props CUEPRP04B Use casting and moulding techniques to make props CUEPRP05B Make prop furniture CUEPRP07B Make props using mixed media CUFPRP201A Repair, maintain and alter props CUFPRP301A Assemble and maintain props BSBCRT301A Develop and extend critical and creative thinking skills CUEPRP06B Construct mechanical props Construction workshop assistant Core units plus: CPCCSC2002A Erect and dismantle basic scaffolding CPCCCA2001A Handle carpentry materials CPCCSF2001A Handle steelfixing materials CPCCCM2001A Read and interpret plans and specifications CUESTA05B Apply a general knowledge of staging to work activities CUESET302A Make sets CUESET10B Construct mechanical sets CUFSET301A Assemble and maintain sets Scenic art assistant Core units plus: CUESCE06B Use scenic art painting techniques CUESCE07B Create special effects for scenic art CUFSCE201A Prepare and prime scenic art cloths CUVCOR08B Produce drawings to represent and communicate the concept CUFSCE202A Repair, maintain and alter scenic art CPCCPD3008A Apply decorative paint finishes CPCCPD3004A Apply paint by spray CPCCPD3003A Apply texture coat paint by brush, roller and spray

CUF40107 Certificate IV in Screen and Media

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of individuals who use well-developed skills and a broad knowledge base in a wide variety of contexts in the film, television, radio and digital media industries. They apply solutions to a defined range of unpredictable problems, and analyse and evaluate information from a variety of sources. They may provide leadership and guidance to others with some limited responsibility for the output of others.

Job roles

Animation/visual effects designer

Archival media specialist

Camera/lighting operator

Digital artist

Production coordinator

Radio producer/presenter

Television producer.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

National Standard for Licensing Persons Performing High Risk Work

The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels.

CPCCLDG3001A Licence to perform dogging

CPCCLRG3001A Licence to perform rigging basic level

CPCCLRG3002A Licence to perform rigging intermediate level

CPCCLRG4001A Licence to perform rigging advanced level.

National Code of Practice for Induction for Construction Work

Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering the construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007).

Achievement of the unit 'CPCCOHS1001A Work safely in the construction industry' from the CPC08 Construction and Plumbing Integrated Framework Training Package fulfils this requirement.

Information on occupational licensing and its intersection with vocational education and training can be found in Licensing Line News at www.licensinglinenews.com.

Pre-requisite Units

Code and title	Pre-requisite units required
CUFANM401A Prepare 3D digital models for production	CUFANM310A Create 3D digital models

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by radio producers/presenters based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	asking questions clearly and confidently of interviewees clarifying program content requirements dealing with people in sensitive situations delivering clear briefings to production staff and program guests interpreting and completing workplace documentation interpreting market research into the music preferences of target audiences listening critically to what interviewees say and responding creatively with further questions to elicit information/opinions from interviewees negotiating changes to research briefs presenting material on air in a creative way aimed at keeping listeners listening projecting a positive and professional image on air providing clear verbal and non-verbal cues during productions using industry and community networks as sources of information writing content in a style appropriate to target audiences/users
Teamwork	fostering cooperation and creative synergy within production teams giving and receiving constructive feedback on performance working as a member of a production team - both independently and under direction
Problem-solving	applying aural discrimination skills to determine whether technical quality of material is acceptable for broadcast responding to difficulties encountered during the course of research activities
Initiative and enterprise	editing sound to meet creative production requirements dealing with unexpected problems following new leads in the course of research activities generating and realising ideas that lead to programs that engage, entertain and inform audiences
Planning and organising	documenting research findings clearly and concisely organising information logically in line with its intended purpose preparing program content within tight timeframes timing all content items and fitting them into the allocated program time planning and managing playlists
Self-management	managing a range of tasks concurrently managing work calmly and effectively to achieve goals and results observing OHS procedures in the workplace prioritising work tasks seeking expert assistance when problems arise sourcing information and reference material in a timely fashion working under pressure and meeting deadlines
Learning	improving own on-air presentation techniques through experimentation and practice improving performance/product through self-reflection and redrafting after feedback keeping up to date with industry developments and trends seeking expert advice on legal and copyright issues
Technology	communicating effectively from a control booth with presenters and production personnel directing the editing of program segments editing a range of audio sequences and segments operating a studio panel with a wide range of inputs recording interviews in a production studio, telephone recording booth or on location with portable recording equipment using common features of word processing, spreadsheet and database applications use scheduling software to organise and manage playlists using the internet for research

Packaging Rules

Packaging Rules
Total number of units = 13 3 core units 10 elective units 8 elective units must be selected from the elective list below. The remaining 2 elective units may be selected from the elective units listed any endorsed Training Package or accredited course at the same qualification level. If not listed below, 1 of these units may be selected from a Diploma level qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Creative thinking BSBCRT301A Develop and extend critical and creative thinking skills Industry context CUFIND301B Work effectively in the screen and media industries OHS CUSOHS301A Follow occupational health and safety procedures Elective units Animation and digital effects CUFANM301A Create 2D digital animations CUFANM302A Create 3D digital animations CUFANM303A Create 3D digital models CUFANM401A Prepare 3D digital models for production CUFANM402A Create digital visual effects CUFANM403A Create titles for screen productions Audio/sound CUFSOU204A Perform basic sound editing CUSSOU303A Set up and disassemble audio equipment CUSSOU304A Restore audio tracks CUSSOU305A Analyse soundtracks CUSSOU402A Develop and implement sound plans CUSSOU406A Record sound on location CUSSOU407A Coordinate location sound recording Bookkeeping BSBFIA301A Maintain financial records Broadcasting CUFBRD401A Coordinate television transmission operations CUFBRD402A Vision mix television productions CUFBRD403A Transfer film to digital formats CUFBRT404A Coordinate outside broadcasts Camera/cinematography CUFCAM301A Shoot material for screen productions CUFCAM401A Shoot a wide range of television content CUFCAM402A Shoot television content in a multi-camera environment CUFCAM403A Plan and implement installation of camera supports CUFCAM404A Pull focus Communication BSBCMM401A Make a presentation Compliance CUFCMP301A Implement copyright arrangements Construction CPCCOHS1001A Work safely in the construction industry Creative thinking BSBCRT401A Articulate, present and debate ideas BSBCRT402A Collaborate in a creative process BSBCRT403A Explore the history and social impact of creativity Design BSBDES401A Generate design solutions BSBDES402A Interpret and respond to a design brief BSBDES403A Develop and extend design skills and practice Directing CUFDRT401A Direct television programs and segments Diversity BSBDIV301A Work effectively with diversity Drawing CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept Financial management BSBFIA402A Report on financial activity First aid HLTFA301B Apply first aid HLTFA402B Apply advanced first aid HLTFA403A Manage first aid in the workplace General administration BSBADM405B Organise meetings Governance BSBATSIC403B Maintain and protect culture BSBATSIC411B Communicate with the community BSBATSIL402B Use the constitution BSBGOV401A Implement board member responsibilities BSBGOV402A Work within organisational structure BSBGOV403A Analyse financial reports and budgets Human resource management BSBHRM402A Recruit, select and induct staff BSBWOR402A Promote team effectiveness ICT use BSBITU402A Develop and use complex spreadsheets ICAU3019B Migrate to new technology Industry context BSBCON401A Work effectively in a business continuity context BSBREL401A Establish networks CUFIND401A Provide services on a freelance basis CUFIND402A Develop screen and media specialist expertise Innovation BSBINN301A Promote innovation in a team environment Lighting CUFLGT301A Prepare, install and test lighting equipment CUFLGT302A Record and operate standard lighting cues CUFLGT303A Install and operate follow spots CUFLGT304A Operate floor electrics CUFLGT402A Set up, record and operate lighting cues and effects CUFLGT401A Implement lighting designs Management and leadership BSBMGT402A Implement operational plan BSBPMG408A Apply contract and procurement procedures BSBPMG510A Manage projects Marketing BSBMKG413A Promote products and services BSBMKG414A Undertake marketing activities OHS BSBOHS407A Monitor a safe workplace On-air presentation CUFAIR302A Develop techniques for presenting information to camera CUFAIR401A Conduct interviews CUFAIR402A Present a wide range of radio material Post-production CUFPOS201A Perform basic vision and sound editing CUFPOS401A Edit screen content for fast turnaround CUFPOS402A Manage media assets CUFPOS403A Colour grade moving images CUFPOS404A Cut and match film negative CUFPOS405A Restore moving images CUSSOU403A Perform advanced sound editing CUSSOU404A Edit dialogue Production planning and management CUFPPM301A Plan and prepare programs CUFPPM401A Produce programs and program segments CUFPPM402A Schedule radio playlists CUFPPM403A Coordinate film and media production services and resources CUFPPM404A Create storyboards CUFPPM405A Floor manage studio shoots CUFPPM406A Organise production locations CUFPPM407A Coordinate continuity CUFPPM408A Compile production schedules CUFPPM409A Organise and facilitate rehearsals CUETEM01C Coordinate production operations CUETEM03C Establish and manage production requirements and resources CUETEM06B Organise and monitor bump in/bump out CUETEM08B Realise productions Research CUFRES401A Conduct research Rigging/Dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level CPCCLDG3001A Licence to perform dogging Sustainability BSBSUS201A Participate in environmentally sustainable work practices Workforce development TAADEL301B Provide training through instruction and demonstration of work skills TAADEL403B Facilitate individual learning TAADEL404B Facilitate work-based learning Writing BSBWRT401A Write complex documents CUFWRT301A Write content for a range of media CUFWRT302A Write simple stories CUFWRT401A Edit texts CUFWRT402A Write extended stories CUFWRT403A Write narration and current affairs material Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Television producer/director Core units plus: CUFRES401A Conduct research CUFWRT301A Write content for a range of media CUFWRT403A Write narration and current affairs material CUFPPM401A Produce programs and program segments CUFDRT401A Direct television programs and segments CUFPPM405A Floor manage studio shoots CUFPPM406A Organise production locations BSBWOR402A Promote team effectiveness BSBPMG510A Manage projects BSBOHS407A Monitor a safe workplace Radio producer/presenter Core units plus: CUFPPM301A Plan and prepare programs CUFPPM401A Produce programs and program segments CUFRES401A Conduct research CUFPPM402A Schedule radio playlists CUFWRT301A Write content for a range of media CUFWRT403A Write narration and current affairs material CUFSOU302A Compile audio material for broadcast CUFAIR402A Present a wide range of radio material CUFAIR401A Conduct interviews CUFSOU204A Perform basic sound editing Camera/lighting operator Core units plus: CUFIND401A Provide services on a freelance basis CUFIND402A Develop screen and media specialist expertise CUFCAM401A Shoot a wide range of television content CUFCAM402A Shoot television content in a multi-camera environment CUFCAM403A Plan and implement installation of camera supports BSBOHS407A Monitor a safe workplace CUFLGT301A Prepare, install and test lighting equipment CUFLGT401A Implement lighting designs BSBWOR402A Promote team effectiveness CUFCAM501A Shoot material for screen productions under special conditions Production coordinator Core units plus: CUFPPM403A Coordinate film and media production services and resources CUETEM01C Coordinate production operations CUETEM03C Establish and manage production requirements and resources CUETEM06B Organise and monitor bump in/bump out CUFPPM409A Organise and facilitate rehearsals CUFPPM406A Organise production locations CUFPPM408A Compile production schedules BSBPMG510A Manage projects BSBOHS407A Monitor a safe workplace BSBADM405B Organise meetings Digital artist Core units plus: CUFIND401A Provide services on a freelance basis CUFIND402A Develop screen and media specialist expertise CUFDIG304A Create visual design components CUFANM302A Create 3D digital animations CUFANM303A Create 3D digital models CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept CUFPPM404A Create storyboards CUFANM402A Create digital visual effects *CUFANM401A Prepare 3D digital models for production CUFANM403A Create titles for screen productions Archival media specialist Core units plus: CUFIND402A Develop screen and media specialist expertise CUFPOS403A Colour grade moving images CUFPOS404A Cut and match film negative CUFPOS405A Restore moving images CUFBRD403A Transfer film to digital formats CUSSOU304A Restore audio tracks CUSSOU305A Analyse soundtracks BSBPMG510A Manage projects BSBPMG408A Apply contract and procurement procedures TAADEL403B Facilitate individual learning

CUF40207 Certificate IV in Interactive Digital Media

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of individuals who use well-developed skills and a broad knowledge base in a wide variety of contexts in the digital content industry. They apply solutions to a defined range of unpredictable problems, and analyse and evaluate information from a variety of sources. They may provide leadership and guidance to others with some limited responsibility for the output of others.

Job roles

Animator

Digital artist

Interactive media author

Media asset producer

Web designer.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There are no licensing, legislative, regulatory or certification issues that affect this qualification. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

Pre-requisite Units

Code and title	Pre-requisite units required
CUFANM401A Prepare 3D digital models for production	CUFANM310A Create 3D digital models

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by web designers based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	developing and maintaining business networks interpreting and completing workplace documentation interpreting design briefs, and design and technical specifications negotiating solutions between groups and individuals presenting work in progress to team members for discussion and feedback presenting information in a variety of formats to a range of audiences and responding to questions providing verbal and written briefings to team members writing content in a style appropriate to target audiences/users
Teamwork	negotiating and consulting with team members and stakeholders providing advice and support to team members responding constructively to feedback received from team members working collaboratively as a member of a production team, including providing leadership
Problem-solving	anticipating and resolving problems with a media asset management system identifying potential problems that may arise in projects and addressing them troubleshooting and solving problems as they arise during the authoring process
Initiative and enterprise	developing innovative approaches to the implementation of strategies to improve team effectiveness evaluating business promotional strategies generating feasible ideas for user interface designs that meet specifications
Planning and organising	establishing systematic procedures for managing content organising information logically in line with its intended purpose planning and managing projects planning and producing storyboards
Self-management	managing a range of tasks concurrently managing work calmly and effectively to achieve goals and results observing OHS procedures in the workplace prioritising work tasks seeking expert assistance when problems arise sourcing information and reference material in a timely fashion working under pressure and meeting deadlines
Learning	determining lessons learnt from projects to apply to future projects improving performance/product through self-reflection and redrafting after feedback keeping up to date with industry developments and trends
Technology	integrating and optimising a range of media assets to highest levels of technical performance using graphics and authoring software applications using word processing packages, spreadsheets and project management software and tools writing and applying scripting language in authoring a range of interactive media interactions and behaviours

Packaging Rules

Packaging Rules
Total number of units = 13 3 core units 5 Group A units 5 elective units 3 elective units must be selected from the elective list below. The remaining 2 elective units may be selected from the Group A and/or Group B units listed any endorsed Training Package or accredited course at the same qualification level. If not listed below, 1 of these units may be selected from a Diploma level qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Creative thinking BSBCRT301A Develop and extend critical and creative thinking skills Industry context CUFIND301B Work effectively in the screen and media industries OHS CUSOHS301A Follow occupational health and safety procedures Group A units (specialist) Animation and digital effects CUFANM302A Create 3D digital animations CUFANM303A Create 3D digital models CUFANM401A Prepare 3D digital models for production CUFANM402A Create digital visual effects CUFANM403A Create titles for screen productions Audio/sound CUFSOU301A Prepare audio assets Digital content and imaging CUFDIG301A Prepare video assets CUFDIG401A Author interactive media CUFDIG402A Design user interfaces CUFDIG403A Create user interfaces CUFDIG404A Apply scripting language in authoring Post-production CUFPOS402A Manage media assets CUSSOU403A Perform advanced sound editing Production planning and management CUFPPM404A Create storyboards Group B units Animation and digital effects CUFANM301A Create 2D digital animations Audio/sound CUSSOU406A Record sound on location CUSSOU407A Coordinate location sound recording Camera/cinematography CUFCAM301A Shoot material for screen productions Communication BSBCMM401A Make a presentation Creative thinking BSBCRT401A Articulate, present and debate ideas BSBCRT402A Collaborate in a creative process BSBCRT403A Explore the history and social impact of creativity Design BSBDES401A Generate design solutions BSBDES402A Interpret and respond to a design brief BSBDES403A Develop and extend design skills and practice CUFDIG304A Create visual design components CUVDSP07B Research and apply techniques for graphic design CUVDSP11B Research and apply techniques for illustrative work Drawing CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept Financial management BSBFIA402A Report on financial activity General administration BSBADM405B Organise meetings Human resource management BSBHRM402A Recruit, select and induct staff ICT Use BSBEBU401A Review and maintain a website BSBITU402A Develop and use complex spreadsheets ICAU3019B Migrate to new technology Industry context BSBCON401A Work effectively in a business continuity context BSBREL401A Establish networks CUFIND401A Provide services on a freelance basis CUFIND402A Develop screen and media specialist expertise Innovation BSBINN301A Promote innovation in a team environment Management BSBPMG510A Manage projects Marketing BSBMKG413A Promote products and services BSBMKG414A Undertake marketing activities OHS BSBOHS407A Monitor a safe workplace Post-production CUFPOS401A Edit screen content for fast turnaround CUFSOU201A Perform basic sound editing Production planning and management CUFCMP301A Implement copyright arrangements Research CUFRES401A Conduct research Sustainability BSBSUS201A Participate in environmentally sustainable work practices Workforce development BSBWOR402A Promote team effectiveness TAADEL301B Provide training through instruction and demonstration of work skills Writing CUFWRT301A Write content for a range of media CUFWRT302A Write simple stories CUFWRT402A Write extended stories Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Interactive media author Core units plus: CUFDIG301A Prepare video assets CUFDIG401A Author interactive media CUFPPM404A Create storyboards CUFDIG402A Design user interfaces CUFDIG403A Create user interfaces CUFDIG404A Apply scripting language in authoring CUFWRT301A Write content for a range of media BSBPMG510A Manage projects CUFIND401A Provide services on a freelance basis ICAU3019B Migrate to new technology Web designer Core units plus: CUFDIG401A Author interactive media CUFPPM404A Create storyboards CUFDIG402A Design user interfaces CUFDIG403A Create user interfaces CUFDIG404A Apply scripting language in authoring CUFDIG304A Create visual design components CUFWRT301A Write content for a range of media BSBEBU401A Review and maintain a website BSBPMG510A Manage projects BSBCMM401A Make a presentation Media asset producer Core units plus: CUFIND401A Provide services on a freelance basis CUFDIG301A Prepare video assets CUFSOU301A Prepare audio assets CUFPOS402A Manage media assets CUFDIG304A Create visual design components CUFANM301A Create 2D digital animations CUFSOU201A Perform basic sound editing CUFPOS401A Edit screen content for fast turnaround CUFDIG401A Author interactive media CUFPPM404A Create storyboards Digital artist Core units plus: CUFIND401A Provide services on a freelance basis CUFDIG304A Create visual design components CUFANM301A Create 2D digital animations CUFANM302A Create 3D digital animations CUFANM303A Create 3D digital models CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept CUFPPM404A Create storyboards CUFANM402A Create digital visual effects CUFANM401A Prepare 3D digital models for production CUFANM403A Create titles for screen productions

CUF40307 Certificate IV in Broadcast Technology

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of individuals who use well-developed skills and a broad knowledge base in a wide variety of contexts in the television and radio broadcasting industries. They apply solutions to a defined range of unpredictable problems, and analyse and evaluate information from a variety of sources. They may provide leadership and guidance to others with some limited responsibility for the output of others.

Job roles

Broadcast maintenance technician

Broadcast technologist

Master control operator (technical).

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with qualifications or vocational experience in electronics or ICT.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

Electrical work

In some states and territories of Australia, a restricted electrical licence is required. Restricted electrical licences allow a person to carry out electrical work incidental to a trade. Incidental work may include fault-finding on equipment or changing like for like equipment by disconnecting and reconnecting the fixed wiring. It does not include any other changes to the fixed wiring.

National Standard for Licensing Persons Performing High Risk Work

The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels.

CPCCLDG3001A Licence to perform dogging

CPCCLRG3001A Licence to perform rigging basic level

CPCCLRG3002A Licence to perform rigging intermediate level

CPCCLRG4001A Licence to perform rigging advanced level.

National Code of Practice for Induction for Construction Work

Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering the construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007).

Achievement of the unit 'CPCCOHS1001A Work safely in the construction industry' from the CPC08 Construction and Plumbing Integrated Framework Training Package fulfils this requirement.

Information on occupational licensing and its intersection with vocational education and training can be found in Licensing Line News at www.licensinglinenews.com.

EME hazards

RF workers are required to complete an Electro Magnetic Emissions (EME) Awareness course. In order to attend a site where there is substantial EME hazard (such as a broadcast transmission site) an understanding of the risks of EME and the necessary precautions to mitigate the risks is required.

First aid

The broadcast industry recommends completion of the St John Ambulance Senior First Aid course.

Pre-requisite Units

Code and title	Pre-requisite units required
UEENEEH026B Provide solutions to polyphase electronic power control problems	UEENEEH025B Provide solutions to single phase electronic power control problems
UEENEEH042B Solve problems in oscillator sections of electronic apparatus	UEENEEH014B Solve problems in frequency dependent circuits UEENEEH039B Solve problems in basic amplifier circuits
UEENEEH045B Develop solutions to analogue electronic problems	UEENEEH039B Solve problems in basic amplifier circuits
UEENEEH049B Develop solutions to audio electronic problems	UEENEEH039B Solve problems in basic amplifier circuits
UEENEEH072B Find and repair faults in communication systems	UEENEEH046B Solve fundamental problems in electronic communications systems
UEENEEH073B Find and repair faults in professional audio reproduction components	UEENEEH024B Carry out repairs of predictable faults in audio components
UEENEEH074B Find and repair faults in audio/video recording equipment	UEENEEH017B Carry out repairs of predictable faults in audio and video replay/recording apparatus
UEENEEH077B Diagnose and rectify faults in recording and replay apparatus	UEENEEH074B Find and repair faults in audio/video recording equipment
UEENEEH078B Diagnose and rectify faults in camera circuits	UEENEEH018B Find and repair faults in electronic apparatus
UEENEEH080B Diagnose and rectify faults in digital transmission systems	UEENEEH076B Diagnose and rectify faults in display circuits
ICAI4097B Install and configure a network	ICAI3101B Install and manage network protocols
ICAI4175B Select and install a router	ICAI3101B Install and manage network protocols
ICAS4109B Evaluate system status	ICAT3025B Run standard diagnostic tests
ICAS4127B Support system software	ICAI3020B Install and optimise operating system software

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by a master control operator (technical) based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	interpreting information from system drawings, equipment specifications, software and hardware manuals and technical handbooks completing workplace documentation, e.g. maintenance reports, fault logs, OHS records and emergency incident reports liaising effectively with service providers and customers/clients, including ability to communicate technical terminology in plain English conveying messages clearly on two-way communication devices
Teamwork	leading a team and fostering a sense of team cohesiveness facilitating discussion and resolving team conflict situations seeking and responding to feedback on work in progress
Problem-solving	diagnosing and repairing faults in broadcast facilities and equipment identifying and resolving IT equipment, system and software faults diagnosing and rectifying faults in digital transmission systems
Initiative and enterprise	proposing maintenance solutions that are practicable and meet technical requirements participating in quality improvement activities planning for contingencies in the context of organising maintenance activities managing casualties and coordinating first aid activities until arrival of medical assistance
Planning and organising	planning maintenance activities to cause minimum disruption to normal work flows planning and implementing maintenance procedures planning all operational aspects of outside broadcasts, including contingency planning preparing materials in a given sequence for broadcast implementing and monitoring hazard and risk control procedures regular testing and maintenance of electronic systems and equipment on-site and from remote locations maintaining first aid equipment and resources
Self-management	managing work calmly and effectively to achieve goals and results observing OHS procedures in the workplace prioritising work tasks seeking expert assistance when problems arise sourcing information and reference material in a timely fashion working under pressure and meeting deadlines
Learning	keeping up to date with industry developments and trends identifying and taking advantage of opportunities for ongoing professional development providing one-to-one instruction to users about software applications and networks providing team members with workplace learning opportunities with regard to OHS issues
Technology	using hand and power tools and test equipment using the internet for research installing software installing and configuring a network operating basic transmission control equipment using computer systems to capture, record and convert material for broadcast operating all equipment in a specified outside broadcast vehicle/facility connecting and monitoring performance of link between OB point and program centre

Packaging Rules

Packaging Rules
Total number of units = 19 7 core units 12 elective units 9 elective units must be selected from the elective list below. The remaining 3 elective units may be selected from the elective units listed any endorsed Training Package or accredited course at the same qualification level. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Broadcast technology CUFBRT402A Maintain broadcast equipment and facilities CUFBRT403A Ensure quality of broadcast output ICT support ICAI4030B Install software to networked computers ICAT4221B Locate equipment, system and software faults ICTTC102D Repair electronic faults Industry context CUFIND301B Work effectively in the screen and media industries OHS CUSOHS301A Follow occupational health and safety procedures Elective units Broadcast technology CUFBRT401A Install or upgrade broadcast equipment and facilities CUFBRT404A Coordinate outside broadcasts Broadcasting CUFBRD301A Perform basic transmission operations CUFBRD303A Prepare video material for television transmission CUFBRD401A Coordinate television transmission operations Camera/cinematography CUFCAM301A Shoot material for screen productions CUFCAM402A Shoot television content in a multi-camera environment CUFCAM403A Plan and implement installation of camera supports Communication BSBCMM401A Make a presentation Construction CPCCOHS1001A Work safely in the construction industry Electronics ICTTC096D Conduct field tests of radio/wireless networks ICTTC104D Maintain an electronic system UEENEEH026B Provide solutions to polyphase electronic power control problems UEENEEH042B Solve problems in oscillator sections of electronic apparatus UEENEEH043B Diagnose and rectify faults in digital subsystems of electronic controls UEENEEH044B Diagnose and rectify faults in analogue circuits and components in electronic control systems UEENEEH045B Develop solutions to analogue electronic problems UEENEEH049B Develop solutions to audio electronic problems UEENEEH072B Find and repair faults in communication systems UEENEEH073B Find and repair faults in professional audio reproduction components UEENEEH074B Find and repair faults in audio/video recording equipment UEENEEH077B Diagnose and rectify faults in recording and replay apparatus UEENEEH078B Diagnose and rectify faults in camera circuits UEENEEH080B Diagnose and rectify faults in digital transmission systems First aid HLTFA301B Apply first aid HLTFA402B Apply advanced first aid HLTFA403A Manage first aid in the workplace Frontline management BSBWOR402A Promote team effectiveness General maintenance UEEPOPS208B Operate local systems UEEPOPS209B Perform process plant inspections ICT building and implementation ICAI4029B Install network hardware to a network ICAI4097B Install and configure a network ICAI4175B Select and install a router ICT support ICAS4109B Evaluate system status ICAS4114B Implement maintenance procedures ICAS4127B Support system software Industry context BSBCON401A Work effectively in a business continuity context CUFIND401A Provide services on a freelance basis Lighting CUFLGT301A Prepare, install and test lighting equipment Sustainability BSBSUS201A Participate in environmentally sustainable work practices OHS BSBOHS407A Monitor a safe workplace Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Broadcast technologist Core units plus: BSBWOR402A Promote team effectiveness CUFBRT401A Install or upgrade broadcast equipment and facilities CUFBRT404A Coordinate outside broadcasts ICAI4097B Install and configure a network ICAS4114B Implement maintenance procedures UEENEEH044B Diagnose and rectify faults in analogue circuits and components in electronic control systems UEENEEH045B Develop solutions to analogue electronic problems UEENEEH049B Develop solutions to audio electronic problems UEENEEH072B Find and repair faults in communication systems UEENEEH074B Find and repair faults in audio/video recording equipment UEENEEH080B Diagnose and rectify faults in digital transmission systems ICTTC104D Maintain an electronic system. Master control operator (technical) Core units plus: CUFBRD301A Perform basic transmission operations CUFBRD401A Coordinate television transmission operations CUFBRT404A Coordinate outside broadcasts BSBWOR402A Promote team effectiveness BSBOHS407A Monitor a safe workplace ICAS4109B Evaluate system status ICAS4114B Implement maintenance procedures ICAI4097B Install and configure a network UEENEEH080B Diagnose and rectify faults in digital transmission systems ICTTC104D Maintain an electronic system HLTFA301B Apply first aid HLTFA402B Apply advanced first aid. Broadcast maintenance technician Core units plus: BSBWOR402A Promote team effectiveness ICTTC104D Maintain an electronic system ICTTC096D Conduct field tests of radio/wireless networks ICAI4029B Install network hardware to a network ICAI4097B Install and configure a network ICAI4175B Select and install a router UEENEEH072B Find and repair faults in communication systems UEENEEH073B Find and repair faults in professional audio reproduction components UEENEEH074B Find and repair faults in audio/video recording equipment UEENEEH077B Diagnose and rectify faults in recording and replay apparatus UEENEEH078B Diagnose and rectify faults in camera circuits UEENEEH080B Diagnose and rectify faults in digital transmission systems.

CUF40407 Certificate IV in Make-up

Modification History

Not applicable.

Description

Descriptor

This qualification is for individuals who provide make-up and hair services for the screen, media and entertainment industries. It reflects the role of individuals who use well-developed skills and a broad knowledge base in a wide variety of contexts. They apply solutions to a defined range of unpredictable problems, and analyse and evaluate information from a variety of sources. They may provide leadership and guidance to others with some limited responsibility for the output of others.

Job roles

Make-up and hair assistant.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

Pre-requisite Units

Code and title	Pre-requisite units required
WRHHD405A Select and apply hair extensions	WRHHC306A - Combine haircut structures on women WRHHC307A - Combine haircut structures for traditional and classic designs on men WRHHD303A - Design and apply short to medium-length hair design finishes

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by make-up and hair assistants based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	dealing with performers/talent tactfully and respectfully relating to people from diverse backgrounds/people with diverse abilities dealing with conflict situations that arise on set with regard to the provision of make-up/hair services interpreting scripts, design briefs and other production documentation completing workplace documentation, e.g. make-up plans and continuity diary negotiating with others to resolve styling issues for wigs and hairpieces negotiating with resource suppliers writing formal and informal letters to target audiences
Teamwork	interacting effectively with people with diverse interests and needs working collaboratively with others
Problem-solving	planning and applying hair designs to compensate for particular facial shapes or characteristics recognising and responding appropriately in the event of adverse skin reactions to make-up/hair products managing contingencies in promotional activities
Initiative and enterprise	participating effectively and actively in range of creative thinking activities being flexible in response to unexpected changes in work schedules contributing creative ideas to hair designs making quick and accurate adjustments to performers' make-up and hair during productions anticipating and addressing problems that arise on set with regard to make-up/hair continuity
Planning and organising	planning make-up and hair procedures and following through in a systematic way selecting and applying wig cleaning and styling products, tools and techniques selecting and applying hair extensions recording make-up and hair continuity details systematically organising research materials
Self-management	working to deadlines prioritising work tasks following workplace procedures and complying with health and hygiene regulations follow manufacturers' specifications with regard to make-up and hair products
Learning	reflecting on and enhancing own ability to contribute effectively to a collaborative creative process keeping up to date with industry developments and trends identifying and accessing opportunities for ongoing professional development seeking expert advice as required
Technology	using a range of tools and styling aids to: create make-up and hair designs make, style and maintain wigs and hairpieces using a digital stills camera to take continuity photographs using the internet for research purposes using routine word processing in the context of completing workplace documentation accessing and using databases to record research findings

Packaging Rules

Packaging Rules
Total number of units = 13 4 core units 3 Group A units 6 elective units 4 elective units must be selected from the Group A units and/or Group B units listed below. The remaining 2 elective units may be selected from the Group A and/or Group B units listed any endorsed Training Package or accredited course at the same qualification level. Electives must be relevant to the work outcome and local industry requirements. Core units Creative thinking BSBCRT301A Develop and extend critical and creative thinking skills Industry context CUFIND301B Work effectively in the screen and media industries Make-up CUFMUP401A Design, apply and remove make-up OHS CUSOHS301A Follow occupational health and safety procedures Group A units (specialist) Hair WRHHD405A Select and apply hair extensions WRHHD408A Make wigs and hairpieces Make-up CUFMUP402A Maintain make-up and hair continuity CUFMUP403A Style hair for performances or productions CUFMUP404A Style wigs and hairpieces for performances or productions Group B units Compliance CUFCMP301A Implement copyright arrangements Creative process BSBCRT401A Articulate, present and debate ideas BSBCRT402A Collaborate in a creative process BSBCRT403A Explore the history and social impact of creativity Design BSBDES401A Generate design solutions Financial administration BSBFIA401A Prepare financial reports BSBFIA402A Report on financial activity Human resource management BSBHRM402A Recruit, select and induct staff Industry context CUFIND401A Provide services on a freelance basis CUFIND402A Develop screen and media specialist expertise Innovation BSBINN301A Promote innovation in a team environment Management BSBMGT402A Implement operational plan BSBMGT403A Implement continuous improvement BSBWOR401A Establish effective workplace relationships BSBWOR402A Promote team effectiveness Marketing BSBCMM401A Make a presentation BSBMKG413A Promote products and services BSBMKG414A Undertake marketing activities OHS BSBOHS407A Monitor a safe workplace Purchasing and contracting BSBPMG408A Apply contract and procurement procedures BSBPUR401B Plan purchasing BSBPUR402B Negotiate contracts Relationship management BSBLED401A Develop teams and individuals BSBREL401A Establish networks Research BSBRES401A Analyse and present research information CUFRES401A Conduct research Risk management BSBRSK401A Identify risk and apply risk management processes Small and micro business BSBSMB401A Establish legal and risk management requirements of small business BSBSMB402A Plan small business finances BSBSMB403A Market the small business BSBSMB404A Undertake small business planning BSBSMB405A Monitor and manage small business operations BSBSMB408B Manage personal, family, cultural and business obligations Sustainability BSBSUS201A Participate in environmentally sustainable work practices Writing BSBWRT401A Write complex documents Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Make-up and hair assistant Core units plus: BSBDES401A Generate design solutions BSBMKG413A Promote products and services BSBPMG408A Apply contract and procurement procedures CUFRES401A Conduct research CUFMUP402A Maintain make-up and hair continuity CUFMUP403A Style hair for performances or productions CUFMUP404A Style wigs and hairpieces for performances or productions WRHHD405A Select and apply hair extensions WRHHD408A Make wigs and hairpieces.

CUF40507 Certificate IV in Costume for Performance

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of individuals who use well-developed skills and a broad knowledge base in a wide variety of contexts in the creation and maintenance of costumes for productions or events in the film, television and entertainment industries. They apply solutions to a defined range of unpredictable problems, and analyse and evaluate information from a variety of sources. They may provide leadership and guidance to others with some limited responsibility for the output of others.

Job roles

Costume assistant

Costume maker.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There are no licensing, legislative, regulatory or certification issues that affect this qualification. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

Pre-requisite Units

Code and title	Pre-requisite units required
CUFIND403B Work effectively in a costume studio	CUFCOS401A Make costumes CUFCOS402A Construct costume components

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by costume makers based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	interpreting costume design briefs and specifications interpreting and completing workplace documentation communicating effectively with performers during costume fitting sessions advising colleagues of art finishing options
Teamwork	working collaboratively with colleagues on the making of costumes - both independently and under direction liaising with supervisors on work requirements
Problem-solving	selecting appropriate materials or techniques for particularly demanding costumes or performance situations modifying costumes to fit performance requirements making costumes that fit and can be worn comfortably during productions
Initiative and enterprise	interpreting designs into practical plans for costumes, costume accessories and art finishing using innovative and experimental pattern making techniques contributing ideas for and participating in quality improvement activities
Planning and organising	calculating equipment and materials requirements sourcing and organising materials coordinating the costume construction process measuring performers for costumes conducting research to inform the making of costumes making elements of costumes in the correct order storing costume patterns appropriately
Self-management	following workplace safety and security procedures acting within the scope of job role prioritising work tasks seeking expert assistance when problems arise
Learning	undertaking research to improve knowledge of requirements for period, character and dance costumes keeping up to date with industry developments identifying and participating in professional development activities
Technology	using hand tools and sewing machines computer grading of patterns using the internet for research using common features of word processing, spreadsheet and database applications

Packaging Rules

Packaging Rules
Total number of units = 12 4 core units 5 Group A units 3 elective units 1 elective unit must be selected from the Group A units and/or Group B units listed below. The remaining 2 elective units may be selected from the Group A and/or Group B units listed any endorsed Training Package or accredited course at the same qualification level. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Costume CUFCOS401A Make costumes CUFCOS402A Construct costume components Industry context CUFIND403B Work effectively in a costume studio OHS CUSOHS301A Follow occupational health and safety procedures Group A units (specialist) Costume CUECOS302A Dress performers CUFCOS301A Maintain costume continuity CUECOS303A Modify, repair and maintain costumes CUFCOS403A Construct blocks for period costumes CUFCOS404A Cut and drape costumes CUECOS02C Apply art finishing CUECOS12B Make costumes for dance and physical theatre CUECOS13B Create theatrical millinery CUECOS14B Construct hard and soft sculptured costume accessories CUECOS15B Construct hard and soft sculptured specialised costumes Group B units Creative thinking BSBCRT301A Develop and extend critical and creative thinking skills BSBCRT401A Articulate, present and debate ideas BSBCRT402A Collaborate in a creative process Design BSBDES401A Generate design solutions BSBDES402A Interpret and respond to a design brief Drawing CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept Industry context BSBCON401A Work effectively in a business continuity context BSBREL401A Establish networks CUFIND401A Provide services on a freelance basis Fashion design and technology LMTCL3003B Perform garment repairs and alterations LMTFD4011B Cut fabrics for prototype designs LMTFD4013B Grade 2D patterns LMTFD4015B Create pattern from a block to meet customer specifications Headwear/millinery LMTCL2013B Block and shape headwear by machine LMTML2008A Assemble simple blocked millinery components LMTCL2016B Trim headwear LMTML4001A Undertake specific millinery construction techniques LMTML4002A Rejuvenate millinery Management BSBMGT402A Implement operational plan BSBPMG408A Apply contract and procurement procedures OHS BSBOHS407A Monitor a safe workplace Production management CUETEM06B Organise and monitor bump in/bump out Research CUFRES401A Conduct research Stage management CUESMT12B Analyse performance outline/script Sustainability BSBSUS201A Participate in environmentally sustainable work practices Workforce development BSBWOR402A Promote team effectiveness Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Costume maker Core units plus: LMTFD4011B Cut fabrics for prototype designs LMTFD4013B Grade 2D patterns LMTFD4015B Create pattern from a block to meet customer specifications CUFCOS403A Construct blocks for period costumes CUFCOS404A Cut and drape costumes CUECOS02C Apply art finishing CUECOS12B Make costumes for dance and physical theatre CUECOS303A Modify, repair and maintain costumes. Costume assistant Core units plus: CUECOS302A Dress performers CUFCOS301A Maintain costume continuity CUECOS303A Modify, repair and maintain costumes CUECOS02C Apply art finishing CUFCOS404A Cut and drape costumes BSBPMG408A Apply contract and procurement procedures LMTCL2016B Trim headwear LMTML4001A Undertake specific millinery construction techniques.

CUF40607 Certificate IV in Scenery and Set Construction

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of individuals who use well-developed skills and a broad knowledge base in a wide variety of contexts in the construction of sets, props and scenery for productions, events or exhibitions in the film, television and entertainment industries. They apply solutions to a defined range of unpredictable problems, and analyse and evaluate information from a variety of sources. They may provide leadership and guidance to others with some limited responsibility for the output of others.

Job roles

Props maker

Scenic artist

Set builder.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

National Standard for Licensing Persons Performing High Risk Work

The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels.

CPCCLDG3001A Licence to perform dogging

CPCCLRG3001A Licence to perform rigging basic level

CPCCLRG3002A Licence to perform rigging intermediate level

CPCCLRG4001A Licence to perform rigging advanced level.

National Code of Practice for Induction for Construction Work

Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering the construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007).

Achievement of the unit 'CPCCOHS1001A Work safely in the construction industry' from the CPC08 Construction and Plumbing Integrated Framework Training Package fulfils this requirement.

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by a set builder based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	interpreting and completing workplace documentation interpreting design briefs, and design and technical specifications negotiating solutions to problems that arise in the workplace negotiating with resource suppliers presenting options for discussion with colleagues and/or clients and responding to feedback advising licensed rigger of work requirements
Teamwork	working as a member of a production team providing staff briefings leading a team and promoting team effectiveness working with a licensed rigger
Problem-solving	adjusting equipment in the case of malfunction finding solutions to unusual set construction requests calculating costs calculating scale, proportion and dimension to produce technical drawings developing solutions to budget overruns identifying and responding appropriately to a safety issue
Initiative and enterprise	contributing ideas for and participating in quality improvement activities making scale models that present required concepts developing a range of feasible set construction options that take budgetary and other constraints into account exploring options in response to design briefs brainstorming ideas with colleagues to come up with innovative solutions to set construction issues adapting equipment to allow for achievement of different effects
Planning and organising	assessing staff workloads and preparing workflow documentation monitoring safety procedures and record keeping systems organising construction materials and resources planning and managing set construction projects sourcing and costing resources researching options for new set construction methods or media
Self-management	observing OHS procedures in the workplace prioritising work tasks seeking expert assistance when problems arise sourcing information and reference material in a timely fashion working under pressure and meeting deadlines
Learning	identifying and participating in professional development activities providing information and training to colleagues on OHS issues keeping up to date with industry developments and trends improving performance/product through experimentation
Technology	using the internet for research using common features of word processing, spreadsheet and database applications using a range of hand and power tools assessing technology options for set construction projects

Packaging Rules

Packaging Rules
Total number of units = 14 4 core units 10 elective units 8 elective units must be selected from the elective list below. The remaining 2 elective units may be selected from the elective units listed any endorsed Training Package or accredited course at the same qualification level. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Industry context CUFIND301B Work effectively in the screen and media industries or CUEIND01C Source and apply entertainment industry knowledge And the following units: OHS BSBOHS407A Monitor a safe workplace Production planning and management CUETEM01C Coordinate production operations Workforce development BSBWOR402A Promote team effectiveness Elective units Art and craft CUECOS02C Apply art finishing CUVVSP27B Produce jewellery CUVVSP28B Research and experiment with techniques to produce jewellery CUVVSP55B Produce textile/fibre work CUVVSP56B Research and experiment with techniques to produce textile/fibre work CUVVSP58B Produce wood objects CUVVSP59B Research and experiment with techniques to produce wood objects Communication BSBCMM401A Make a presentation Construction CPCCOHS1001A Work safely in the construction industry Creative thinking BSBCRT401A Articulate, present and debate ideas BSBCRT402A Collaborate in a creative process Design BSBDES402A Interpret and respond to a design brief BSBDES403A Develop and extend design skills and practice Drawing CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept CUVCRS03B Produce computer-aided drawings CUVCRS04B Produce technical drawings CUVCRS06B Make scale models Industry context BSBCON401A Work effectively in a business continuity context BSBREL401A Establish networks CUFIND401A Provide services on a freelance basis CUEIND02B Research and evaluate theatrical references to inform industry practice Innovation BSBINN301A Promote innovation in a team environment Management BSBPMG510A Manage projects Production management CUETEM03C Establish and manage production requirements and resources CUETEM06B Organise and monitor bump in/bump out CUFPPM403A Coordinate film and media production services and resources Props CUEPRP05B Make prop furniture CUEPRP06B Construct mechanical props CUEPRP07B Make props using mixed media CUFPRP301A Assemble and maintain props CUESET17B Develop props construction plans to meet design requirements CUESET04C Use research, innovation and experimentation to create props Research CUFRES401A Conduct research Rigging/Dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level CPCCLDG3001A Licence to perform dogging Scenic art CUESCE04C Use research, innovation and experimentation to produce scenic art CUESCE08B Realise scenic art designs Sets CUESET302A Make sets CUESET11B Develop set construction plans to meet design requirements CUESET07C Use research, innovation and experimentation to create sets Special effects CUFSFX301A Maintain and repair special effects items CUFSFX401A Create special effects items CUFSFX402A Coordinate the logistics of special effects operations Staging CUESTA01C Install staging elements CUESTA06B Apply a general knowledge of theatrical rigging Sustainability BSBSUS201A Participate in environmentally sustainable work practices Workforce development TAADEL301B Provide training through instruction and demonstration of work skills Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Set builder Core units plus: CUVCRS04B Produce technical drawings CUVCRS06B Make scale models CUEIND02B Research and evaluate theatrical references to inform industry practice CUETEM03C Establish and manage production requirements and resources BSBDES402A Interpret and respond to a design brief BSBPMG510A Manage projects CUESET11B Develop set construction plans to meet design requirements CUESET07C Use research, innovation and experimentation to create sets CUESET302A Make sets CUESTA06B Apply a general knowledge of theatrical rigging. Scenic artist Core units plus: CUESCE08B Realise scenic art designs CUESCE04C Use research, innovation and experimentation to produce scenic art CUETEM03C Establish and manage production requirements and resources BSBDES402A Interpret and respond to a design brief BSBPMG510A Manage projects CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept CUVCRS03B Produce computer-aided drawings CUFIND401A Provide services on a freelance basis CUEIND02B Research and evaluate theatrical references to inform industry practice CUESTA05B Apply a general knowledge of staging to work activities. Senior props maker Core units plus: CUESET17B Develop props construction plans to meet design requirements CUESET04C Use research, innovation and experimentation to create props CUEPRP05B Make prop furniture CUEPRP07B Make props using mixed media CUECOS02C Apply art finishing CUETEM03C Establish and manage production requirements and resources BSBDES402A Interpret and respond to a design brief BSBPMG510A Manage projects CUVCRS06B Make scale models TAADEL301B Provide training through instruction and demonstration of work skills.

CUF50107 Diploma of Screen and Media

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of individuals who possess a sound theoretical knowledge base and use a range of specialised, technical or managerial competencies to plan, carry out and evaluate the work of self and/or team in the film, television, radio and digital media industries.

Job roles

Animation/visual effects designer

Producer

Producer/presenter

Production manager

Cinematographer.

Pathways Information

Qualification pathways

Prerequisites

Pathways into the qualification

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

National Standard for Licensing Persons Performing High Risk Work

The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels.

CPCCLDG3001A Licence to perform dogging

CPCCLRG3001A Licence to perform rigging basic level

CPCCLRG3002A Licence to perform rigging intermediate level

CPCCLRG4001A Licence to perform rigging advanced level.

National Code of Practice for Induction for Construction Work

Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering the construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007).

Achievement of the unit 'CPCCOHS1001A Work safely in the construction industry' from the CPC08 Construction and Plumbing Integrated Framework Training Package fulfils this requirement.

Information on occupational licensing and its intersection with vocational education and training can be found in Licensing Line News at www.licensinglinenews.com.

Pre-requisite Units

Code and title	Pre-requisite units required
CUFANM401A Prepare 3D digital models for production	CUFANM310A Create 3D digital models
CUFANM501A Create 3D digital character animation	CUFANM302A Create 3D digital animations

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by production managers based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	writing presentation information in a range of styles for different target audiences communicating central ideas of a message in an informative and engaging manner using verbal and non-verbal techniques during a presentation to sustain participant engagement developing and participating in industry or community networks delivering clear briefings to cast and crew during rehearsals completing workplace documentation compiling both written and verbal reports in relation to production equipment and requirements negotiating with a wide range of production personnel and external suppliers and service providers
Teamwork	demonstrating leadership qualities in the context of managing a production team recruiting and selecting personnel for production teams interacting effectively with people with diverse interests and needs fostering a cooperative team environment
Problem-solving	troubleshooting and solving problems as they arise during all phases of the production process resolving conflicts that typically arise during rehearsals with various stakeholders taking action to ensure a safe work environment
Initiative and enterprise	working with the possibilities and limitations of staging and technical elements identifying and accommodating factors that may have an adverse impact on production schedules interpreting and acting on script changes managing a range of tasks concurrently
Planning and organising	preparing presentations managing projects researching and finding appropriate rehearsal facilities coordinating rehearsals preparing production schedules that take all resource factors into account establishing and managing production requirements and resources identifying and managing risk factors managing budgets
Self-management	working to deadlines managing work calmly and effectively to achieve goals and results providing appropriate and timely documentation managing and marketing oneself as a freelancer managing own finances
Learning	keeping up to date with industry developments and trends seeking expert advice as required
Technology	using scheduling software overseeing the installation of production equipment and facilities using routine word processing and database applications in the context of completing workplace documentation

Packaging Rules

Packaging Rules
Total number of units = 15 5 core units 10 elective units 8 elective units must be selected from the Group A and/or Group B and/or Group C units listed below. The remaining 2 elective units may be selected from the elective units listed any endorsed Training Package or accredited course at the same level. If not listed below, 1 of these units may be selected from an Advanced Diploma level qualification. No more than 2 elective units each may be selected from either the Group B or Group C units. No more than 4 elective units previously achieved can be counted towards the qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Communication BSBCMM401A Make a presentation Creative thinking BSBCRT402A Collaborate in a creative process Industry context BSBREL401A Establish networks Management BSBPMG510A Manage projects OHS BSBOHS509A Ensure a safe workplace Group A units Animation and digital effects CUFANM401A Prepare 3D digital models for production CUFANM402A Create digital visual effects CUFANM403A Create titles for screen productions CUFANM501A Create 3D digital character animation CUFANM502A Create 3D digital environments CUFANM503A Design animation and digital visual effects Audio/sound CUSSOU501A Develop sound designs CUSSOU502A Produce sound recordings CUSSOU503A Implement sound designs CUSSOU504A Create a final sound balance CUSSOU505A Compile music for soundtracks Broadcasting CUFBRD402A Vision mix a television production Camera/cinematography CUFCAM401A Shoot a wide range of television content CUFCAM402A Shoot television content in a multi-camera environment CUFCAM404A Pull focus CUFCAM501A Shoot material for screen productions under special conditions Compliance BSBCOM501B Identify and interpret compliance requirements BSBSMB401A Establish legal and risk management requirements of small business CUFCMP501A Manage and exploit copyright arrangements Construction CPCCOHS1001A Work safely in the construction industry Creative thinking BSBCRT401A Articulate, present and debate ideas BSBCRT403A Explore the history and social impact of creativity BSBCRT501A Originate and develop concepts Design BSBDES402A Interpret and respond to a design brief BSBDES403A Develop and extend design skills and practice BSBDES501A Implement design solutions Directing CUFDRT401A Direct television programs and segments CUFDRT501A Direct rehearsals of performers CUFDRT502A Direct performers Financial management BSBFIM501A Manage budgets and financial plans BSBPUB503A Manage fundraising and sponsorship activities BSBSMB402A Plan small business finances Governance BSBATSIC403B Maintain and protect culture BSBATSIC411B Communicate with the community BSBATSIL402B Use the constitution BSBGOV401A Implement board member responsibilities BSBGOV402A Work within organisational structure BSBGOV403A Analyse financial reports and budgets Human resource management BSBHRM506A Manage recruitment, selection and induction processes BSBWOR502A Ensure team effectiveness CHCORG25B Recruit and coordinate volunteers SRXHRM001B Manage volunteers ICT use BSBITU402A Develop and use complex spreadsheets Industry context BSBCON401A Work effectively in a business continuity context CUFIND401A Provide services on a freelance basis CUFIND402A Develop screen and media specialist expertise Innovation BSBINN501A Establish systems that support innovation BSBINN502A Build and sustain an innovative work environment Lighting CUFLGT401A Implement lighting designs CUFLGT402A Set up, record and operate lighting cues and effects CUFLGT501A Conceive and develop lighting designs Management BSBMGT515A Manage operational plan BSBPMG508A Manage project risk BSBRKG502B Manage and monitor business or records systems BSBSMB404A Undertake small business planning OHS BSBOHS505B Manage hazards in the work environment On-air presentation CUFAIR401A Conduct interviews CUFAIR501A Explore issues on air Post-production CUFPOS401A Edit screen content for fast turnaround CUFPOS402A Manage media assets CUFPOS501A Edit complex screen productions CUSSOU403A Perform advanced sound editing CUSSOU404A Edit dialogue CUSSOU406A Record sound on location CUSSOU407A Coordinate location sound recording Production planning and management CUETEM03C Establish and manage production requirements and resources CUETEM08B Realise productions CUFHAZ501A Coordinate hazardous action sequences CUFPPM401A Produce programs and program segments CUFPPM402A Schedule radio playlists CUFPPM403A Coordinate film and media production services and resources CUFPPM404A Create storyboards CUFPPM408A Compile production schedules CUFPPM409A Organise and facilitate rehearsals CUFPPM501A Develop and monitor program schedules CUFPPM502A Write pre-production safety reports CUFPPM503A Manage safety aspects of screen productions CUFPPM504A Manage locations for film and media productions Research CUFRES401A Conduct research Rigging/Dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level CPCCLDG3001A Licence to perform dogging Sustainability BSBSUS301A Implement and monitor environmentally sustainable work practices Workforce development TAATAS501B Undertake organisational training needs analysis Writing BSBWRT501A Write persuasive copy CUFWRT401A Edit texts CUFWRT402A Write extended stories CUFWRT403A Write narration and current affairs material CUFWRT501A Develop storylines and treatments Group B units International trade (no more than two units may be chosen from this competency field) BSBINT401B Research international business opportunities BSBMKG415A Research international markets BSBMKG513A Promote products and services to international markets BSBMKG516A Profile international markets BSBREL502A Build international business networks Group C units Marketing (no more than two units may be chosen from this competency field) BSBMKG413A Promote products and services BSBMKG501B Identify and evaluate marketing opportunities BSBMKG502B Establish and adjust the marketing mix BSBMKG506B Plan market research BSBMKG514A Implement and monitor marketing activities Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Producer Core units plus: BSBCRT501A Originate and develop concepts CUFWRT501A Develop storylines and treatments CUETEM08B Realise productions BSBWRT501A Write persuasive copy CUFRES401A Conduct research CUFPPM401A Produce programs and program segments BSBFIM501A Manage budgets and financial plans BSBINT401B Research international business opportunities CUFCMP501A Manage and exploit copyright arrangements BSBMKG514A Implement and monitor marketing activities. Production manager Core units plus: CUFPPM409A Organise and facilitate rehearsals CUFPPM408A Compile production schedules CUFPPM403A Coordinate film and media production services and resources CUETEM03C Establish and manage production requirements and resources CUFPPM504A Manage locations for film and media productions CUFPPM503A Manage safety aspects of screen productions BSBPMG508A Manage project risk BSBFIM501A Manage budgets and financial plans BSBHRM506A Manage recruitment, selection and induction processes BSBOHS505B Manage hazards in the work environment. Animation/visual effects designer Core units plus: CUFIND401A Provide services on a freelance basis CUFPPM404A Create storyboards CUFWRT402A Write extended stories CUFANM401A Prepare 3D digital models for production CUFANM402A Create digital visual effects CUFANM403A Create titles for screen productions CUFPOS402A Manage media assets *CUFANM501A Create 3D digital character animation CUFANM502A Create 3D digital environments CUFANM503A Design animation and digital visual effects. Producer/presenter Core units plus: CUFIND401A Provide services on a freelance basis BSBCRT501A Originate and develop concepts CUETEM08B Realise productions CUFRES401A Conduct research CUFPPM401A Produce programs and program segments CUFAIR401A Conduct interviews CUFAIR501A Explore issues on air CUFPPM501A Develop and monitor program schedules CUFCMP501A Manage and exploit copyright arrangements CUFWRT403A Write narration and current affairs material. Cinematographer Core units plus: CUFCAM601A Direct cinematography for screen productions CUFIND402A Develop screen and media specialist expertise CUETEM08B Realise productions CUFRES401A Conduct research CUFPPM404A Create storyboards CUFLGT401A Implement lighting designs CUFLGT501A Conceive and develop lighting designs CUFCAM501A Shoot material for screen productions under special conditions CUFCAM401A Shoot a wide range of television content CUFCAM402A Shoot television content in a multi-camera environment.

CUF50207 Diploma of Interactive Digital Media

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of individuals who possess a sound theoretical knowledge base and use a range of specialised, technical or managerial competencies to plan, carry out and evaluate the work of self and/or team in the film, television, radio and digital media industries.

Job roles

Animation/visual effects designer

Information architect

Instructional designer

Interactive media developer

Interface designer.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited or no vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There are no licensing, legislative, regulatory or certification issues that affect this qualification. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

Pre-requisite Units

Code and title	Pre-requisite units required
CUFANM401A Prepare 3D digital models for production	CUFANM310A Create 3D digital models
CUFANM501A Create 3D digital character animation	CUFANM302A Create 3D digital animations

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by instructional designers based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	writing presentation information in a range of styles for different target audiences communicating central ideas of a message in an informative and engaging manner using verbal and non-verbal techniques during a presentation to sustain participant engagement establishing rapport with clients developing and participating in industry or community networks interpreting and clarifying written proposals and/or creative briefs completing workplace documentation interpreting and applying information in user manuals for software applications
Teamwork	collaborating with colleagues to develop products or services seeking feedback from team members and clients on work in progress
Problem-solving	finding solutions to interactivity challenges finding solutions to content classification problems finding ways to minimise the effect of technical constraints troubleshooting and solving problems as they arise during the development of products
Initiative and enterprise	contributing creative ideas to projects analysing, processing and classifying content ensuring there is an intuitive and logical flow to the navigation of interactive media products generating a range of ideas for interactive digital media products that meet the needs of target users/audiences thinking laterally when developing ideas maintaining design integrity visualising and interpreting creative concepts
Planning and organising	preparing presentations managing projects undertaking background research analysing and breaking down content, stories and/or scripts into discrete elements to create storyboards managing budgets planning the process for and managing the testing of interactive media products
Self-management	working to deadlines providing appropriate and timely documentation managing and marketing oneself as a freelancer ensuring that workplace complies with OHS requirements managing own finances
Learning	improving own skills through experimentation and practice improving performance/product through self-reflection and revision to incorporate feedback from colleagues or clients keeping up to date with industry developments and trends seeking expert advice as required
Technology	creating complex designs using storyboards, maps and other diagrams to specify the architecture and navigation of interactive media products writing and applying scripting language in authoring a range of interactive media interactions and behaviours using a range of software applications

Packaging Rules

Packaging Rules
Total number of units = 16 5 core units 6 Group A units 5 elective units 3 elective units must be selected from the Group A and/or Group B units listed below. The remaining 2 elective units may be selected from the Group A and/or Group B units listed any endorsed Training Package or accredited course at the same qualification level. No more than 4 elective units previously achieved can be counted towards the qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Communication BSBCMM401A Make a presentation Creative thinking BSBCRT402A Collaborate in a creative process Industry context BSBREL401A Establish networks Management BSBPMG510A Manage projects OHS BSBOHS509A Ensure a safe workplace Group A units (specialist) Animation and digital effects CUFANM501A Create 3D digital character animation CUFANM502A Create 3D digital environments CUFANM503A Design animation and digital visual effects Digital content and imaging CUFCMP501A Manage and exploit copyright arrangements CUFDIG501A Coordinate the testing of interactive media products CUFDIG502A Design web environments CUFDIG503A Design e-learning resources CUFDIG504A Design games CUFDIG505A Design information architecture CUFDIG506A Design interaction CUFDIG507A Design digital simulations Design BSBDES402A Interpret and respond to a design brief BSBDES403A Develop and extend design skills and practice TAADES503B Research and design e-learning resources TAADES504B Develop and evaluate e-learning resources Group B units Animation and digital effects CUFANM401A Prepare 3D digital models for production CUFANM402A Create digital visual effects CUFANM403A Create titles for screen productions Audio/sound CUSSOU501A Develop sound designs CUSSOU502A Produce sound recordings CUSSOU503A Implement sound designs Creative thinking BSBCRT401A Articulate, present and debate ideas BSBCRT403A Explore the history and social impact of creativity BSBCRT501A Originate and develop concepts Design BSBDES501A Implement design solutions Digital content and imaging CUFDIG402A Design user interfaces CUFDIG403A Create user interfaces CUFDIG404A Apply scripting language in authoring Financial management BSBFIM501A Manage budgets and financial plans BSBPUB503A Manage fundraising and sponsorship activities Human resource management BSBHRM402A Recruit, select and induct staff BSBWOR502A Ensure team effectiveness TAATAS503B Manage contracted work ICT analysis and design ICAA5138B Determine acceptable developers for projects ICT building and implementation ICAI5212B Implement quality assurance processes for websites ICT documentation ICAD4217B Create technical documentation ICAD5092B Update and document operational procedures ICT support ICAS5103B Establish and maintain client user liaison during support activity ICAS5199B Manage business websites and servers ICAS5202B Ensure privacy for users ICAS5203B Evaluate and select a web hosting service Industry context BSBCON401A Work effectively in a business continuity context CUFIND401A Provide services on a freelance basis CUFIND402A Develop screen and media specialist expertise Innovation BSBINN501A Establish systems that support innovation BSBINN502A Build and sustain an innovative work environment International trade BSBINT401B Research international business opportunities BSBMKG415A Research international markets BSBMKG513 A Promote products and services to international markets BSBMKG516A Profile international markets BSBREL502A Build international business networks Management BSBMGT515A Manage operational plan BSBRSK501A Manage risk TAATAS502B Prepare a tender bid Marketing BSBMKG501B Identify and evaluate marketing opportunities BSBMKG502B Establish and adjust the marketing mix BSBMKG503A Develop a marketing communications plan BSBMKG506B Plan market research BSBMKG514A Implement and monitor marketing activities Post-production CUFPOS401A Edit screen content for fast turnaround CUFPOS402A Manage media assets Production planning and management CUFPPM404A Create storyboards Research CUFRES401A Conduct research Sustainability BSBSUS301A Implement and monitor environmentally sustainable work practices Writing BSBWRT401A Write complex documents BSBWRT501A Write persuasive copy CUFWRT401A Edit texts CUFWRT402A Write extended stories Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Information architect Core units plus: CUFDIG505A Design information architecture CUFDIG507A Design interaction CUFDIG502A Design web environments CUFDIG508A Design digital simulations CUFPPM404A Create storyboards CUFDIG404A Apply scripting language in authoring CUFDIG501A Coordinate the testing of interactive media products BSBDES402A Interpret and respond to a design brief ICAI5212B Implement quality assurance processes for websites ICAD4217B Create technical documentation CUFIND401A Provide services on a freelance basis Instructional designer Core unit plus: CUFDIG505A Design information architecture CUFDIG507A Design interaction CUFDIG502A Design web environments CUFPPM404A Create storyboards CUFDIG503A Design e-learning resources TAADES504B Develop and evaluate e-learning resources BSBDES402A Interpret and respond to a design brief CUFDIG404A Apply scripting language in authoring CUFDIG501A Coordinate the testing of interactive media products BSBFIM501A Manage budgets and financial plans CUFIND401A Provide services on a freelance basis. Interactive media developer Core unit plus: BSBCRT501A Originate and develop concepts TAATAS502B Prepare a tender bid BSBDES402A Interpret and respond to a design brief CUFDIG502A Design web environments CUFDIG503A Design e-learning resources CUFDIG508A Design digital simulations CUFDIG504A Design games BSBMGT508B Manage risk CUFRES401A Conduct research CUFCMP501A Manage and exploit copyright arrangements BSBFIM501A Manage budgets and financial plans. Interface designer Core units plus: CUFDIG402A Design user interfaces CUFDIG403A Create user interfaces CUFPPM404A Create storyboards CUFPOS402A Manage media assets BSBDES402A Interpret and respond to a design brief CUFDIG502A Design web environments CUFDIG504A Design games CUFDIG505A Design information architecture CUFDIG507A Design interaction CUFIND401A Provide services on a freelance basis CUFRES401A Conduct research.

CUF50307 Diploma of Broadcast Technology

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of individuals who possess a sound theoretical knowledge base and use a range of specialised, technical or managerial competencies to plan, carry out and evaluate the work of self and/or team in the broadcasting industry.

Job Roles

Master control operator (technical)

Specialist technologist

Technical officer

Technology project officer.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with vocational experience and/or qualifications in the fields of IT, electronics or communications engineering.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

Electrical work

In some states and territories of Australia, a restricted electrical licence is required. Restricted electrical licences allow a person to carry out electrical work incidental to a trade. Incidental work may include fault-finding on equipment or changing like for like equipment by disconnecting and reconnecting the fixed wiring. It does not include any other changes to the fixed wiring.

National Standard for Licensing Persons Performing High Risk Work

The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels.

CPCCLDG3001A Licence to perform dogging

CPCCLRG3001A Licence to perform rigging basic level

CPCCLRG3002A Licence to perform rigging intermediate level

CPCCLRG4001A Licence to perform rigging advanced level.

National Code of Practice for Induction for Construction Work

Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering the construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007).

Achievement of the unit 'CPCCOHS1001A Work safely in the construction industry' from the CPC08 Construction and Plumbing Integrated Framework Training Package fulfils this requirement.

Information on occupational licensing and its intersection with vocational education and training can be found in Licensing Line News at www.licensinglinenews.com.

EME hazards

RF workers are required to complete an Electro Magnetic Emissions (EME) Awareness course. In order to attend a site where there is substantial EME hazard (such as a broadcast transmission site) an understanding of the risks of EME and the necessary precautions to mitigate the risks is required.

First aid

The broadcast industry recommends completion of the St John Ambulance Senior First Aid course.

Pre-requisite Units

Code and title	Pre-requisite units required
CUFBRT501A Collaborate on the design of broadcasting facilities	CUFBRT402A Maintain broadcasting facilities and equipment
UEENEEH080B Diagnose and rectify faults in digital transmission systems	UEENEEH076B Diagnose and rectify faults in display circuits

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by a technology project officer based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	interpreting information from system drawings, equipment specifications, software and hardware manuals and technical handbooks completing workplace documentation, e.g. maintenance reports, fault logs and OHS records liaising effectively with service providers and customers/clients, including ability to communicate technical terminology in plain English discussing draft designs with others and negotiating changes to incorporate the ideas of others building trust and respect with clients negotiating terms and conditions
Teamwork	working collaboratively on projects, including providing team leadership seeking and responding to feedback on work in progress
Problem-solving	diagnosing and repairing faults in broadcast facilities and equipment recognising and resolving workplace issues when implementing new technology into own professional work practices taking action to ensure a safe work environment carrying out measurements and adjustments to optimise performance of equipment resolving contractual and logistic issues during the course of projects
Initiative and enterprise	developing ideas and concepts for inclusion in design briefs generating a range of design solutions that address the requirements of a brief proactively identifying and developing effective solutions to complex challenges of a varied and unpredictable nature participating in quality improvement activities applying new engineering processes to achieve design briefs
Planning and organising	planning and implementing all stages of projects planning integration of new technology into own professional work practices establishing and managing an OHS system establishing and maintaining procedures for identifying hazards, and assessing and controlling risks undertaking research to inform the design process collating information and coordinating liaison and consultation with others during the design process developing realistic costings for realisation of design concepts planning and scheduling work to realise designs within deadlines and budget organising and allocating resources to realise designs conducting contracting and procurement activities
Self-management	working to deadlines managing work calmly and effectively to achieve goals and results providing appropriate and timely documentation ensuring that designs for broadcast facilities comply with all relevant regulations and standards
Learning	improving own skills and knowledge through experimentation and research keeping up to date with industry developments and trends seeking expert advice as required identifying and taking advantage of opportunities for ongoing professional development providing OHS induction and training for team members
Technology	coordinating the installation of new technology using the internet for research purposes using routine word processing and database applications in the context of completing workplace documentation using hand and power tools and test equipment

Packaging Rules

Packaging Rules
Total number of units = 10 4 core units 2 Group A units 4 elective units 2 elective units must be selected from the Group A units and/or Group B units listed below. The remaining 2 elective units may be selected from the Group A and/or Group B units listed any endorsed Training Package or accredited course at the same qualification level. No more than 3 elective units previously achieved can be counted towards the qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Industry context CUFIND301B Work effectively in the screen and media industries CUFIND402A Develop screen and media specialist expertise OHS BSBOHS509A Ensure a safe workplace Management BSBPMG510A Manage projects Group A units (specialist) Broadcast technology CUFBRT401A Install or upgrade broadcast equipment and facilities CUFBRT402A Maintain broadcast equipment and facilities CUFBRT403A Ensure quality of broadcast output CUFBRT404A Coordinate outside broadcasts CUFBRT501A Collaborate on the design of broadcasting facilities Broadcasting CUFBRD501A Operate master control Electronics UEENEEH048B Design and develop advanced digital systems UEENEEH080B Diagnose and rectify faults in digital transmission systems Group B units Communication BSBCMM401A Make a presentation Compliance BSBCOM501B Identify and interpret compliance requirements Construction CPCCOHS1001A Work safely in the construction industry Creative thinking BSBCRT401A Articulate, present and debate ideas BSBCRT501A Originate and develop concepts Design BSBDES401A Generate design solutions BSBDES402A Interpret and respond to a design brief BSBDES501A Implement design solutions BSBDES601A Manage design realisation Financial management BSBFIM501A Manage budgets and financial plans Human resource management BSBWOR502A Ensure team effectiveness ICT documentation ICAD4217B Create technical documentation ICAD5092B Update and document operational procedures Industry context BSBCON401A Work effectively in a business continuity context CUFIND401A Provide services on a freelance basis Innovation BSBINN201A Contribute to workplace innovation BSBINN501A Establish systems that support innovation BSBINN502A Build and sustain an innovative work environment Management BSBMGT515A Manage operational plan BSBRKG502B Manage and monitor business or records systems BSBPMG508A Manage project risk BSBPMG509A Manage project procurement OHS BSBOHS505B Manage hazards in the work environment Research CUFRES401A Conduct research Rigging/Dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level CPCCLDG3001A Licence to perform dogging Sustainability BSBSUS301A Implement and monitor environmentally sustainable work practices Writing BSBWRT401A Write complex documents Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Technology project officer Core units plus: CUFBRT401A Install or upgrade broadcast equipment and facilities CUFBRT501A Collaborate on the design of broadcasting facilities BSBDES401A Generate design solutions BSBDES402A Interpret and respond to a design brief BSBPMG509A Manage project procurement BSBDES601A Manage design realisation. Master control operator (technical) Core units plus: CUFBRT403A Ensure quality of broadcast output CUFBRD501A Operate master control BSBWOR502A Ensure team effectiveness ICAD5092B Update and document operational procedures BSBINN502A Build and sustain an innovative work environment BSBMGT503A Manage operational plan. Technical officer Core units plus: CUFBRT402A Maintain broadcast equipment and facilities CUFBRT403A Ensure quality of broadcast output ICAD4217B Create technical documentation ICAD5092B Update and document operational procedures BSBRKG502B Manage and monitor business or records systems BSBCOM501B Identify and interpret compliance requirements. Specialist technologist Core units plus: CUFBRT402A Maintain broadcast equipment and facilities CUFBRT403A Ensure quality of broadcast output ICAD4217B Create technical documentation ICAD5092B Update and document operational procedures BSBRKG502B Manage and monitor business or records systems BSBINN502A Build and sustain an innovative work environment.

CUF50407 Diploma of Specialist Make-up Services

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of individuals who possess a sound theoretical knowledge base and use a range of specialised, technical or managerial competencies to plan, carry out and evaluate the work of self and/or team in the area of specialist make-up services for the film, television and entertainment industries. They may coordinate the operation of a make-up department or business or operate on a freelance basis.

It is likely that any candidate wishing to achieve this qualification will have already achieved generalist make-up and/or hairdressing skills.

Job roles

Make-up/hair stylist/designer

Special make-up effects artist/designer.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

Pre-requisite Units

Code and title	Pre-requisite units required
CUFMUP501A Design and apply specialised make-up	CUFMUP401A Design, apply and remove make-up
CUFMUP502A Design and apply special make-up effects	CUFMUP401A Design, apply and remove make-up

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by special make-up effects artists/designers based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	dealing with performers/talent tactfully and respectfully relating to people from diverse backgrounds and people with diverse abilities consulting with senior creative personnel regarding the design of special make-up effects negotiating changes to hair/make-up plans and arrangements dealing with conflict situations that arise on set with regard to the provision of make-up/hair services interpreting scripts, design briefs and other production documentation articulating potentially complex ideas completing workplace documentation, e.g. make-up plans and continuity diary consulting with others on testing and refinement of design solutions liaising with clients and colleagues on design concepts compiling both written and verbal reports in relation to production equipment and requirements negotiating with resource suppliers
Teamwork	nurturing trust and modelling open and supportive communication in a team environment interacting effectively with people with diverse interests and needs fostering a cooperative team environment and monitoring team performance
Problem-solving	continually evaluating and challenging ideas and moving them forward towards solutions teasing out central themes and issues, and responding with a range of ideas and solutions responding to unpredictable issues and challenges that arise during testing processes planning and applying hair designs to compensate for particular facial shapes or characteristics taking action to ensure a safe work environment recognising and responding appropriately in the event of adverse skin reactions to make-up/hair products developing solutions to budget overruns
Initiative and enterprise	generating and exploring ideas thinking laterally when developing concepts devising the most effective way of using special make-up effects to enhance characterisation participating effectively and actively in range of creative thinking activities creating and refining make-up and hair design concepts creating and refining prosthetic design concepts making quick and accurate adjustments to performers' make-up and hair during productions anticipating and addressing problems that arise on set with regard to make-up/hair continuity
Planning and organising	exploring and analysing information dealing with potentially complex concepts from a wide range of sources planning and implementing all stages of projects planning make-up and hair procedures and following through in a systematic way establishing and managing production requirements and resources with regard to make-up, hair and the creation of prosthetics for special make-up effects managing budgets establishing and managing an OHS system establishing and maintaining procedures for identifying hazards, and assessing and controlling risks recording make-up and hair continuity details systematically organising research materials
Self-management	working to deadlines managing work calmly and effectively to achieve goals and results providing appropriate and timely documentation following workplace procedures and complying with health and hygiene regulations follow manufacturer specifications with regard to make-up and hair products
Learning	reflecting on and enhancing own ability to contribute effectively to a collaborative creative process questioning and challenging own skills and practice identifying and accessing learning opportunities being prepared to learn new things in unfamiliar areas providing OHS induction and training for team members keeping up to date with industry developments and trends seeking expert advice as required
Technology	using a range of tools and styling aids to create make-up and hair designs using a digital stills camera to take continuity photographs using computer software to create designs and special make-up effects plans drawing and sculpting in the context of creating prosthetic pieces using the internet for research purposes using routine word processing in the context of completing workplace documentation accessing and using databases to record research findings

Packaging Rules

Packaging Rules
Total number of units = 16 6 core units 4 Group A units 6 elective units 4 elective units must be selected from the Group A and/or Group B units listed below. The remaining 2 elective units may be selected from the Group A and/or Group B units listed any endorsed Training Package or accredited course at the same qualification level. No more than 4 elective units previously achieved can be counted towards the qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Creative thinking BSBCRT301A Develop and extend critical and creative thinking skills BSBCRT402A Collaborate in a creative process Make-up CUFMUP401A Design, apply and remove make-up CUFMUP403A Style hair for performances or productions Management BSBPMG510A Manage projects OHS BSBOHS509A Ensure a safe workplace Group A units (specialist) Hair WRHHD405A Select and apply hair extensions WRHHD408A Make wigs and hairpieces Make-up CUFMUP402A Maintain make-up and hair continuity CUFMUP404A Style wigs and hairpieces for performances or productions CUFMUP501A Design and apply specialised make-up CUFMUP502A Design and apply special make-up effects CUFMUP503A Create prosthetics for special make-up effects Group B units Communication BSBCMM401A Make a presentation Creative thinking BSBCRT401A Articulate, present and debate ideas BSBCRT403A Explore the history and social impact of creativity BSBCRT501A Originate and develop concepts Design BSBDES402A Interpret and respond to a design brief BSBDES403A Develop and extend design skills and practice BSBDES501A Implement design solutions Financial management BSBFIM501A Manage budgets and financial plans Human resource management BSBHRM402A Recruit, select and induct staff Industry context BSBCON401A Work effectively in a business continuity context BSBREL401A Establish networks CUFIND401A Provide services on a freelance basis CUFIND402A Develop screen and media specialist expertise CUEIND02B Research and evaluate theatrical references to inform industry practice Innovation BSBINN501A Establish systems that support innovation BSBINN502A Build and sustain an innovative work environment Legal compliance BSBCMP501B Identify and interpret compliance requirements BSBSMB401A Establish legal and risk management requirements of small business Management BSBMGT515A Manage operational plan BSBPMG508A Manage project risk BSBPMG509A Manage project procurement Marketing BSBMKG501B Identify and evaluate marketing opportunities OHS BSBOHS505B Manage hazards in the work environment Production planning and management CUETEM03C Establish and manage production requirements and resources CUETEM08B Realise productions CUFPPM403A Coordinate film and media production services and resources Research CUFRES401A Conduct research Sustainability BSBSUS201A Participate in environmentally sustainable work practices Workforce development BSBWOR502A Ensure team effectiveness Writing BSBWRT401A Write complex documents Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Make-up/hair stylist/designer Core units plus: CUFMUP402A Maintain make-up and hair continuity CUFMUP404A Style wigs and hairpieces for performances or productions WRHHD405A Select and apply hair extensions WRHHD408A Make wigs and hairpieces CUFIND401A Provide services on a freelance basis BSBPMG509A Manage project procurement CUETEM03C Establish and manage production requirements and resources BSBREL401A Establish networks BSBDES501A Implement design solutions BSBDES402A Interpret and respond to a design brief. Special make-up effects artist/designer Core units plus: CUFMUP501A Design and apply specialised make-up CUFMUP502A Design and apply special make-up effects CUFMUP503A Create prosthetics for special make-up effects CUFMUP402A Maintain make-up and hair continuity CUFIND402A Develop screen and media specialist expertise BSBPMG408A Apply contract and procurement procedures CUETEM03C Establish and manage production requirements and resources BSBDES501A Implement design solutions BSBDES402A Interpret and respond to a design brief BSBFIM501A Manage budgets and financial plans.

CUF50507 Diploma of Costume for Performance

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of individuals who possess a sound theoretical knowledge base and use a range of specialised, technical or managerial competencies to plan, carry out and evaluate the work of self and/or team in the area of costume and wardrobe services for the film, television and entertainment industries. They may coordinate the operation of a costume department or business or operate on a freelance basis.

Job roles

Costume designer

Wardrobe supervisor.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

Pre-requisite Units

Code and title	Pre-requisite units required
CUFIND403B Work effectively in a costume studio	CUFCOS401A Make costumes CUFCOS402A Construct costume components
CUFCOS503A Cut and drape complex period costumes	CUFCOS404A Cut and drape costumes

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by costume designers based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	dealing with performers tactfully and respectfully negotiating changes to costume designs interpreting scripts, design briefs and other production documentation articulating potentially complex ideas consulting with others on testing and refinement of design solutions liaising with clients and colleagues on design concepts negotiating with resource suppliers making presentations and responding to questions preparing presentation material and writing in a range of styles to suit target audiences using verbal and non-verbal communication techniques to sustain audience interest during presentations relating to people from diverse backgrounds and people with diverse abilities
Teamwork	briefing colleagues on work requirements fostering a cooperative team environment and monitoring team performance seeking feedback from others on content and format of presentations
Problem-solving	replanning work schedules to take account of emergency situations negotiating solutions to conflicting production needs taking action to ensure a safe work environment identifying and developing effective solutions to complex challenges of a varied and unpredictable nature
Initiative and enterprise	generating and developing concepts and ideas for a brief, including responses to situations where parameters may be quite broad and open or very restrictive thinking laterally when developing concepts creating and refining costume design concepts for a wide range of complex costumes
Planning and organising	planning and implementing all stages of projects planning costume design and construction procedures and following through in a systematic way establishing and managing production requirements and resources with regard to costumes and accessories managing budgets establishing and managing an OHS system establishing and maintaining procedures for identifying hazards, and assessing and controlling risks
Self-management	working to deadlines following workplace procedures and complying with health and hygiene regulations taking proactive responsibility for own professional development
Learning	identifying and accessing learning opportunities providing OHS induction and training for team members improving designs and costumes through experimentation and testing keeping up to date with industry developments and trends seeking expert advice as required
Technology	using computer software to create costume designs using the internet for research purposes using routine word processing in the context of completing workplace documentation using sewing machines and other equipment to make costumes

Packaging Rules

Packaging Rules
Total number of units = 16 4 core units 5 Group A units 7 elective units 5 elective units must be selected from the Group A units and/or Group B units listed below. The remaining 2 elective units may be selected from the Group A and/or Group B units listed any endorsed Training Package or accredited course at the same qualification level. No more than 4 elective units previously achieved can be counted towards the qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Creative thinking BSBCRT402A Collaborate in a creative process Costume CUECOS405A Coordinate costume manufacture Industry context CUFIND403B Work effectively in a costume studio OHS BSBOHS509A Ensure a safe workplace Group A units (specialist) Costume CUECOS10B Make period costumes CUECOS11B Make character costumes CUECOS12B Make costumes for dance and physical theatre CUECOS13B Create theatrical millinery CUFCOS401A Make costumes CUFCOS501A Manage an off-site wardrobe department CUFCOS502A Design and construct costume corsetry and undergarments CUFCOS503A Cut and drape complex period costumes CUFCOS504A Design costumes CUFCOS505A Realise costumes Group B units Communication BSBCMM401A Make a presentation Costume CUFCOS402A Construct costume components CUFCOS403A Construct blocks for period costumes CUFCOS404A Cut and drape costumes Creative thinking BSBCRT401A Articulate, present and debate ideas BSBCRT403A Explore the history and social impact of creativity BSBCRT501A Originate and develop concepts Design BSBDES402A Interpret and respond to a design brief BSBDES501A Implement design solutions Financial management BSBFIM501A Manage budgets and financial plans Human resource management BSBHRM402A Recruit, select and induct staff Industry context BSBCON401A Work effectively in a business continuity context BSBDES403A Develop and extend design skills and practice BSBREL401A Establish networks CUFIND401A Provide services on a freelance basis CUEIND02B Research and evaluate theatrical references to inform industry practice Innovation BSBINN501A Establish systems that support innovation BSBINN502A Build and sustain an innovative work environment Fashion design and technology LMTFD5019B Analyse individual fit and make pattern alterations Management BSBMGT515A Manage operational plan BSBPMG508A Manage project risk BSBPMG509A Manage project procurement Marketing BSBMKG501B Identify and evaluate marketing opportunities OHS BSBOHS505B Manage hazards in the work environment Production management CUETEM06B Organise and monitor bump in/bump out Research CUFRES401A Conduct research Stage management CUESMT12B Analyse performance outline/script Sustainability BSBSUS301A Implement and monitor environmentally sustainable work practices Workforce development BSBWOR502A Ensure team effectiveness Writing BSBWRT401A Write complex documents Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Wardrobe supervisor Core units plus: CUFCOS05B Operate an off-site wardrobe department CUECOS10B Make period costumes CUFCOS503A Cut and drape complex period costumes CUECOS11B Make character costumes CUFCOS401A Make costumes CUECOS15B Construct hard and soft sculptured specialised costumes BSBPMG509A Manage project procurement CUETEM06B Organise and monitor bump in/bump out BSBFIM501A Manage budgets and financial plans BSBWOR502A Ensure team effectiveness LMTFD5019B Analyse individual fit and make pattern alterations CUESMT12B Analyse performance outline/script. Costume designer Core units plus: CUFCOS504A Design costumes CUFCOS505A Realise costumes CUESMT12B Analyse performance outline/script BSBDES402A Interpret and respond to a design brief BSBDES403A Develop and extend design skills and practice CUFCOS502A Design and construct costume corsetry and undergarments CUFCOS503A Cut and drape complex period costumes CUECOS10B Make period costumes CUECOS11B Make character costumes CUECOS12B Make costumes for dance and physical theatre LMTFD5019B Analyse individual fit and make pattern alterations BSBCMM401A Make a presentation.

CUF50607 Diploma of Scenery and Set Construction

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of individuals who possess a sound theoretical knowledge base and use a range of specialised, technical or managerial competencies in the context of constructing sets, props or scenery for productions, events or exhibitions in the film, television, and entertainment industries. They plan, carry out and evaluate their own work and are often responsible for the output of team members under their supervision.

Job roles

Workshop manager.

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

National Standard for Licensing Persons Performing High Risk Work

The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels.

CPCCLDG3001A Licence to perform dogging

CPCCLRG3001A Licence to perform rigging basic level

CPCCLRG3002A Licence to perform rigging intermediate level

CPCCLRG4001A Licence to perform rigging advanced level.

National Code of Practice for Induction for Construction Work

Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering the construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007).

Achievement of the unit 'CPCCOHS1001A Work safely in the construction industry' from the CPC08 Construction and Plumbing Integrated Framework Training Package fulfils this requirement.

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by a workshop manager based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	interpreting and completing workplace documentation interpreting design briefs, scripts and design and technical specifications negotiating solutions to problems that arise in the workplace presenting options for discussion with colleagues and/or clients and responding to feedback compiling both written and verbal reports in relation to production requirements negotiating with a wide range of production personnel and external suppliers and service providers negotiating terms and agreements presenting ideas and generating critical discussion among colleagues
Teamwork	demonstrating leadership qualities in the context of managing a production team recruiting and selecting personnel for production teams interacting effectively with people with diverse interests and needs fostering a cooperative team environment
Problem-solving	taking action to ensure a safe work environment assessing and responding to challenges and risks around innovation at an operational and management level working out arrangements for the transport of fragile objects calculating space requirements rescheduling work to take account of emergency situations
Initiative and enterprise	contributing ideas for and participating in quality improvement activities developing a range of feasible set, scenic art and props construction options that take account of budgetary and other constraints developing ideas and concepts for inclusion in design briefs making innovation a part of leadership and management activities
Planning and organising	critically analysing reference material to inform the development of construction plans for props, scenic art and sets managing projects establishing and managing production requirements, resources and transport arrangements identifying and managing risk factors estimating project costs and managing budgets implementing wide-ranging practical processes and procedures that support innovation overseeing all aspects of pre-production and production in specific areas of responsibility
Self-management	working to deadlines providing appropriate and timely documentation managing work calmly and effectively to achieve goals and results
Learning	identifying and participating in professional development activities improving performance/products through experimentation promoting a culture of ongoing learning and development in the workplace
Technology	using the internet for research using common features of word processing, spreadsheet, presentation and database applications using a range of hand and power tools assessing options for the use of different technologies

Packaging Rules

Packaging Rules
Total number of units = 20 6 core units 14 elective units 11 elective units must be selected from the list below. The remaining 3 elective units may be selected from the elective units listed any endorsed Training Package or accredited course at the same qualification level. No more than 5 elective units previously achieved can be counted towards the qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Industry context CUFIND301B Work effectively in the screen and media industries or CUEIND01C Source and apply entertainment industry knowledge And the following units: Management BSBRSK501A Manage risk BSBWOR502A Ensure team effectiveness OHS BSBOHS509A Ensure a safe workplace Production management CUETEM01C Coordinate production operations CUETEM03C Establish and manage production requirements and resources Elective units Communication BSBCMM401A Make a presentation Construction CPCCOHS1001A Work safely in the construction industry Creative thinking BSBCRT401A Articulate, present and debate ideas BSBCRT403A Explore the history and social impact of creativity BSBCRT501A Originate and develop concepts Design BSBDES402A Interpret and respond to a design brief BSBDES403A Develop and extend design skills and practice BSBDES501A Implement design solutions Drawing CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept Financial management BSBFIM501A Manage budgets and financial plans Human resource management BSBHRM402A Recruit, select and induct staff Industry context BSBCON401A Work effectively in a business continuity context CUEIND02B Research and evaluate theatrical references to inform industry practice CUFIND401A Provide services on a freelance basis Innovation BSBINN501A Establish systems that support innovation BSBINN502A Build and sustain an innovative work environment Management BSBMGT515A Manage operational plan BSBPMG510A Manage projects OHS BSBOHS505B Manage hazards in the work environment Production management CUETEM06B Organise and monitor bump in/bump out CUETEM08B Realise productions Props CUESET04C Use research, innovation and experimentation to create props CUESET17B Develop props construction plans to meet design requirements Rigging/Dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level CPCCLDG3001A Licence to perform dogging Scenic art CUESCE04C Use research, innovation and experimentation to produce scenic art CUESCE08B Realise scenic art designs Sets CUESET07C Use research, innovation and experimentation to create sets CUESET11B Develop set construction plans to meet design requirements Special effects CUFSFX401A Create special effects items CUFSFX402A Coordinate the logistics of special effects operations Sustainability BSBSUS301A Implement and monitor environmentally sustainable work practices Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Workshop manager Core units plus: BSBDES402A Interpret and respond to a design brief BSBFIM501A Manage budgets and financial plans BSBHRM402A Recruit, select and induct staff BSBINN502A Build and sustain an innovative work environment CUETEM06B Organise and monitor bump in/bump out CUETEM08B Realise productions BSBPMG510A Manage projects CUEIND02B Research and evaluate theatrical references to inform industry practice CUESET17B Develop props construction plans to meet design requirements CUESET04C Use research, innovation and experimentation to create props CUESCE08B Realise scenic art designs CUESCE04C Use research, innovation and experimentation to produce scenic art CUESET11B Develop set construction plans to meet design requirements CUESET07C Use research, innovation and experimentation to create sets.

CUF60107 Advanced Diploma of Screen and Media

Modification History

Not applicable.

Description

Descriptor

This qualification reflects the role of individuals who analyse, design and execute judgements using wide-ranging technical, creative, conceptual or managerial competencies in the film, television, radio and digital media industries. Their knowledge base may be specialised or broad. These individuals are often accountable for group outcomes.

Job roles

Executive producer

Games developer

Producer/director/screen writer

Pathways Information

Qualification pathways

Pathways into the qualification

Candidates may enter the qualification with limited vocational experience and without a relevant lower-level qualification.

Licensing/Regulatory Information

Licensing, legislative, regulatory and certification considerations

There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.

Entry Requirements

Not applicable.

Employability Skills Summary

EMPLOYABILITY SKILLS QUALIFICATION SUMMARY
The following table contains a summary of the employability skills required by a producer/director/screenwriter based on the units listed above. Using this employability skills summary as an example, trainers and assessors can work out how employability skills would apply to other job roles relevant to the qualification to include important industry application of employability skills in learning and assessment strategies.
Employability Skill	Industry/enterprise requirements for this qualification include:
Communication	interpreting and clarifying briefs and production documentation articulating the rationale for concepts in ways that promote constructive discussion with others documenting concepts clearly and concisely conveying concepts and visions to production, post-production and cast members conveying concepts and characterisation requirements to performers working with performers to produce quality performances that build on experience gained through rehearsals providing constructive feedback to performers reaching consensus on the most appropriate performers for specific roles coordinating production meetings and briefing staff to achieve required outcomes providing clear verbal and non-verbal cues during shoots writing scripts that meet creative production requirements negotiating script amendments through use of appropriate assertive strategies
Teamwork	conducting effective negotiations with members of a creative team working collaboratively with production staff and performers during rehearsals and shoots demonstrating strong leadership qualities presenting draft scripts to team members and responding positively to constructive feedback seeking and responding to creative ideas and suggestions from others working collaboratively to generate and evaluate concepts and ideas
Problem-solving	developing concept proposals that take account of practical implementation issues addressing and solving problems and challenges in a timely and collaborative manner
Initiative and enterprise	generating a range of innovative concepts and ideas being proactive in identifying market requirements thinking laterally when developing solutions to meet market requirements taking a visionary approach to developing concepts and ideas developing original, innovative and creative approaches in the scriptwriting process experimenting with narrative styles and elements to develop a creative long-term vision using and organising visual narrative elements in original and innovative ways demonstrating originality and innovative approaches in the creative directing process being open to a wide range of ideas and approaches to visualising scripts and interpreting characters generating original and fresh approaches to visualising scripts being flexible enough to make last-minute adjustments if unforeseen circumstances arise balancing creative and technical requirements finding creative solutions to problems identified during the process of story conferencing or preparing pitch presentations
Planning and organising	using market research findings to inform the development of concepts analysing complex outlines/scripts to inform decision making and planning undertaking background research to enhance understanding and appreciation of production contexts scheduling auditions planning and coordinating all aspects of pre-production, production and post-production interpreting, monitoring and adjusting budgets and cost estimates
Self-management	working under pressure to tight deadlines providing appropriate and timely production documentation managing a number of tasks concurrently evaluating own contribution to creative solutions
Learning	locating and using resources to broaden own creative experience experimenting with narrative conventions and elements to develop and extend one's own directing practice refining the quality of performances through an ongoing process of experimentation improving scripts through self-reflection and redrafting after feedback
Technology	using standard word processing and spreadsheet applications directing a range of professional camera, lighting and sound operations in single and multi-camera environments

Packaging Rules

Packaging Rules
Total number of units = 16 2 core units 14 elective units 12 elective units must be selected from the Group A and/or Group B elective units listed below. The remaining 2 elective units may be selected from the elective units listed any endorsed Training Package or accredited course at the same qualification level. No more than 3 units may be selected from the Group B units. No more than 4 elective units previously achieved can be counted towards the qualification. Electives must be relevant to the work outcome, local industry requirements and the qualification level. Core units Creative thinking BSBCRT501A Originate and develop concepts BSBCRT601A Research and apply concepts and theories of creativity Group A units Advertising BSBADV602B Develop an advertising campaign BSBADV604B Execute an advertising campaign BSBADV605B Evaluate campaign effectiveness Animation and digital effects CUFANM402A Create digital visual effects CUFANM503A Design animation and digital visual effects Audio/sound CUSSOU501A Develop sound designs CUSSOU503A Implement sound design CUSSOU601A Manage production of sound designs CUSSOU602A Manage production of sound recordings Broadcasting CUFBRD501A Operate master control Camera/cinematography CUFCAM601A Direct cinematography for screen productions Compliance BSBCOM501B Identify and interpret compliance requirements CUFCMP501A Manage and exploit copyright arrangements Digital content and imaging CUFDIG501A Coordinate the testing of interactive media products CUFDIG502A Design web environments CUFDIG504A Design games CUFDIG505A Design information architecture CUFDIG506A Design interaction CUFDIG507A Design digital simulations Directing CUFDRT501A Direct rehearsals of performers CUFDRT502A Direct performers CUFDRT601A Establish the creative vision for screen productions CUFDRT602A Audition and select performers CUFDRT603A Direct screen production crews CUFDRT604A Devise camera coverage CUFDRT605A Collaborate with editors during post-production Financial management BSBFIM601A Manage finances BSBPUB503A Manage fundraising and sponsorship activities Human resource management BSBMGT502B Manage people performance BSBMGT615A Contribute to organisation development BSBMGT605B Provide leadership across the organisation Innovation BSBINN501A Establish systems that support innovation BSBINN502A Build and sustain an innovative work environment BSBINN601A Manage organisational change International trade BSBREL502A Build international business networks Lighting CUFLGT501A Conceive and develop lighting designs Management BSBCON601A Develop and maintain business continuity plans BSBCON701A Establish and renew the business continuity management framework and strategies BSBPMG510A Manage projects OHS BSBOHS509A Ensure a safe workplace Post production CUFPOS501A Edit complex screen productions Production planning and management CUETEM08B Realise productions CUFPPM504A Manage locations for film and media productions CUFPPM601A Plan and manage film and media pre-production CUFPPM602A Plan and manage film and media post-production Scenery and set construction CUEPRP501A Conceive, develop and realise props designs CUESET501A Conceive, develop and realise set designs Strategic management BSBMGT608B Manage innovation and continuous improvement BSBMGT616A Develop and implement strategic plans BSBMGT617A Develop and implement a business plan Sustainability BSBSUS501A Develop workplace policy and procedures for sustainability Workforce development TAADES503B Research and design e-learning resources TAADES504B Develop and evaluate e-learning resources TAATAS501B Undertake organisational training needs analysis Writing BSBWRT501A Write persuasive copy CUFWRT501A Develop storylines and treatments CUFWRT601A Write scripts CUFWRT602A Edit scripts Group B units Marketing (no more than three units may be chosen from this competency field) BSBMKG603B Manage the marketing process BSBMKG605B Evaluate international marketing opportunities BSBMKG606B Manage international marketing programs BSBMKG607B Manage market research BSBMKG608A Develop organisational marketing objectives BSBMKG609A Develop a marketing plan Selecting electives for different outcomes The context for this qualification varies, and this must guide the selection of elective units. Examples of appropriate elective units for particular outcomes at this level follow. Executive producer Core units plus: CUFDRT601A Establish the creative vision for screen productions CUFDRT605A Collaborate with editors during post-production BSBFIM601A Manage finances BSBINN502A Build and sustain an innovative work environment BSBMGT615A Contribute to organisation development BSBREL502A Build international business networks CUFCMP501A Manage and exploit copyright arrangements BSBCOM501B Identify and interpret compliance requirements BSBMKG501B Identify and evaluate marketing opportunities BSBMKG605B Evaluate international marketing opportunities BSBMKG606B Manage international marketing programs BSBMKG609A Develop a marketing plan BSBMGT616A Develop and implement strategic plans BSBMGT617A Develop and implement a business plan Producer/director/screen writer Core units plus: CUFDRT601A Establish the creative vision for screen productions CUFDRT602A Audition and select performers CUFDRT501A Direct rehearsals of performers CUFDRT502A Direct performers CUFDRT603A Direct screen production crews CUFDRT604A Devise camera coverage CUFDRT605A Collaborate with editors during post-production CUFWRT501A Develop storylines and treatments CUFWRT601A Write scripts CUFWRT602A Edit scripts CUFPPM601A Plan and manage film and media pre-production CUFPPM602A Plan and manage film and media post-production CUETEM08B Realise productions CUFPPM504A Manage locations for film and media productions Games developer Core units plus: BSBINN502A Build and sustain an innovative work environment BSBFIM601A Manage finances CUFDIG504A Design games CUFDIG505A Design information architecture CUFDIG507A Design interaction CUFDIG508A Design digital simulations BSBREL502A Build international business networks CUFCMP501A Manage and exploit copyright arrangements BSBCOM501B Identify and interpret compliance requirements BSBMKG605B Evaluate international marketing opportunities BSBMKG606B Manage international marketing programs BSBMKG609A Develop a marketing plan BSBMGT616A Develop and implement strategic plans BSBMGT617A Develop and implement a business plan

CUFSS00001 Community Broadcasting Administration Skill Set

Modification History

Not applicable.

Description

Not applicable.

Pathways Information

Pathway	All units except CUFIND301B provide credit towards CUF50107 Diploma of Screen and Media and other qualifications that allow for selection of these units. CUFIND301B provides credit towards CUF30107 Certificate III in Media and CUF40107 Certificate IV in Screen and Media.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

Units	CUFIND301B	Work effectively in the screen and media industries
BSBMGT605B	Provide leadership across the organisation
BSBINM401A	Implement workplace information system
BSBRKG502B	Manage and monitor business or records systems
BSBFIM501A	Manage budgets and financial plans
BSBCOM501B	Identify and interpret compliance requirements
BSBOHS509A	Ensure a safe workplace

Target Group

Target group	This skill set is for people working in administration of community broadcasting stations, where there are supporting management roles, either paid or voluntary (e.g. general manager, program manager).

Suggested words for Statement of Attainment

Suggested form of words for Statement of Attainment	These competencies meet industry requirements for administrators working in community broadcasting stations.

CUFSS00002 Community Broadcasting Committee Management Skill Set

Modification History

Not applicable.

Description

Not applicable.

Pathways Information

Pathway	This skill set provides credit towards CUF50107 Diploma of Screen and Media and other qualifications that allow for selection of this unit. In addition, the following units are recommended for people who are office bearers on boards or management committees: CUFIND301B Work effectively in the screen and media industries BSBMGT605B Provide leadership across the organisation.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

Units	BSBGOV401A	Implement board member responsibilities

Target Group

Target group	This skill set is for people elected to the board or management committee of a community broadcasting station.

Suggested words for Statement of Attainment

Suggested form of words for Statement of Attainment	This competency meets industry requirements for board or management committee members of community broadcasting stations.

CUFSS00003 Community Broadcasting Coordination Skill Set

Modification History

Not applicable.

Description

Not applicable.

Pathways Information

Pathway	All units except CUFIND301B provide credit towards CUF50107 Diploma of Screen and Media and other qualifications that allow for selection of these units. CUFIND301B provides credit towards CUF30107 Certificate III in Media and CUF40107 Certificate IV in Screen and Media.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

Units	CUFIND301B	Work effectively in the screen and media industries
BSBMGT605B	Provide leadership across the organisation
BSBSMB404A	Undertake small business planning
BSBFIM501A	Manage budgets and financial plans
BSBCOM501B	Identify and interpret compliance requirements
BSBMKG413A	Promote products and services
BSBCMM401A	Make a presentation
BSBPUB503A	Manage fundraising and sponsorship activities
BSBHRM506A	Manage recruitment, selection and induction processes
SRXHRM001B	Manage volunteers

Target Group

Target group	This skill set is for people coordinating or managing the operations of small community broadcasting stations, where there is little or no management support, either paid or voluntary.

Suggested words for Statement of Attainment

Suggested form of words for Statement of Attainment	These competencies meet industry requirements for community broadcasting station coordinators.

CUFSS00004 Community Broadcasting Financial Management Skill Set

Modification History

Not applicable.

Description

Not applicable.

Pathways Information

Pathway	All units except CUFIND301B provide credit towards CUF50107 Diploma of Screen and Media and other qualifications that allow for selection of these units. CUFIND301B provides credit towards CUF30107 Certificate III in Media and CUF40107 Certificate IV in Screen and Media.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

Units	CUFIND301B	Work effectively in the screen and media industries
BSBMGT605B	Provide leadership across the organisation
BSBFIM501A	Manage budgets and financial plans

Target Group

Target group	This skill set is for people overseeing the financial management of community broadcasting stations where there are supporting management roles, either paid or voluntary (e.g. administrator, general manager).

Suggested words for Statement of Attainment

Suggested form of words for Statement of Attainment	These competencies meet industry requirements for community broadcasting station financial managers.

CUFSS00005 Community Broadcasting Management Skill Set

Modification History

Not applicable.

Description

Not applicable.

Pathways Information

Pathway	All units except CUFIND301B Work effectively in the screen and media industries provide credit towards CUF50107 Diploma of Screen and Media and other qualifications that allow for selection of these units. CUFIND301B Work effectively in the screen and media industries provides credit towards CUF30107 Certificate III in Media and CUF40107 Certificate IV in Screen and Media.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

Units	CUFIND301B	Work effectively in the screen and media industries
BSBMGT605B	Provide leadership across the organisation
BSBSMB404A	Undertake small business planning
BSBFIM501A	Manage budgets and financial plans
BSBCOM501B	Identify and interpret compliance requirements
BSBHRM506A	Manage recruitment, selection and induction processes
SRXHRM001B	Manage volunteers

Target Group

Target group	This skill set is for people overseeing management of community broadcasting stations, where there are supporting management roles, either paid or voluntary (e.g. administrator, program manager).

Suggested words for Statement of Attainment

Suggested form of words for Statement of Attainment	These competencies meet industry requirements for community broadcasting station general managers.

CUFSS00006 Community Broadcasting Marketing Skill Set

Modification History

Not applicable.

Description

Not applicable.

Pathways Information

Pathway	All units except CUFIND301B provide credit towards CUF50107 Diploma of Screen and Media and other qualifications that allow for selection of these units. CUFIND301B provides credit towards CUF30107 Certificate III in Media and CUF40107 Certificate IV in Screen and Media.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

Units	CUFIND301B	Work effectively in the screen and media industries
BSBMGT605B	Provide leadership across the organisation
BSBMKG413A	Promote products and services
BSBCMM401A	Make a presentation
BSBPUB503A	Manage fundraising and sponsorship activities
BSBPMG510A	Manage projects

Target Group

Target group	This skill set is for people overseeing the marketing, promotion and fundraising activities at community broadcasting stations, where there are supporting management roles, either paid or voluntary (e.g. administrator, general manager).

Suggested words for Statement of Attainment

Suggested form of words for Statement of Attainment	These competencies meet industry requirements for community broadcasting station marketing managers.

CUFSS00007 Community Broadcasting Program Management Skill Set

Modification History

Not applicable.

Description

Not applicable.

Pathways Information

Pathway	All units except CUFIND301B Work effectively in the screen and media industries provide credit towards CUF50107 Diploma of Screen and Media and other qualifications that allow for selection of these units. CUFIND301B Work effectively in the screen and media industries provides credit towards CUF30107 Certificate III in Media and CUF40107 Certificate IV in Screen and Media.

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

Units	CUFIND301B	Work effectively in the screen and media industries
BSBMGT605B	Provide leadership across the organisation
BSBPMG510A	Manage projects
CUFPPM501A	Develop and monitor program schedules
BSBHRM506A	Manage recruitment, selection and induction processes
SRXHRM001B	Manage volunteers

Target Group

Target group	This skill set is for people in charge of program management at community broadcasting stations, where there are supporting management roles, either paid or voluntary (e.g. administrator, general manager).

Suggested words for Statement of Attainment

Suggested form of words for Statement of Attainment	These competencies meet industry requirements for community broadcasting program managers.

CUFSS00008 Photographic Make up and Styling Skill Set

Modification History

Not applicable.

Description

Not applicable.

Pathways Information

Pathway	Some of these units of competency provide credit towards the following qualifications (and other qualifications that allow for selection of the same units): BSB30107 Certificate III in Business CUF30107 Certificate III in Media CUF40407 Certificate IV in Make-up LMT41007 Certificate IV in Applied Fashion Design and Technology WRB30104 Certificate III in Beauty Services

Licensing/Regulatory Information

Not applicable.

Skill Set Requirements

Units	BSBCRT301A	Develop and extend critical and creative thinking skills
BSBCUS301A	Deliver and monitor a service to customers
BSBDES301A	Explore the use of colour
CUFDIG303A	Produce and prepare photo images
CUFDIG304A	Create visual design components
CUFMUP401A	Design, apply and remove make-up
CUFMUP402A	Maintain make-up and hair continuity
LMTFD4006B	Interact and network with fashion industry participants
WRBFS203B	Design and apply make-up for photography

Target Group

Target group	This skill set is for people who, under the supervision of photographers or art directors, provide make-up services for the photographic and fashion industries.

Suggested words for Statement of Attainment

Suggested form of words for Statement of Attainment	These units of competency from the Business Services, Screen and Media, Textiles Clothing and Footwear and Beauty Training Packages (BSB07, CUF07, LMT07 and WRB04) meet industry requirements for make-up artists and stylists in the photographic and fashion industries.

CUFAIR201A Develop techniques for presenting information on radio

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to communicate effectively on air. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit concentrates on the development of vocal delivery techniques in an off-air environment prior to recording scripted material for broadcast or presenting program segments live to air under the direct supervision of an experienced broadcaster. Volunteers at community radio stations would typically apply the skills and knowledge described in this unit. Since almost all broadcasters operate the studio panel, combined delivery of this unit with: CUSSOU202A Mix sound in a broadcasting environment is recommended. More complex skills associated with the presentation of live-to-air programs while operating a studio panel are covered in: CUFAIR301A Present radio programs.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify the elements of effective on-air presentation	1. Listen to a range of radio programs and identify factors that might attract or alienate listeners 2. Discuss ideas about effective presentation styles with colleagues and/or mentors 3. Identify factors that foster a positive relationship between presenter and listeners
Develop techniques for reading scripted material	4. Use full vocal range and vary the pace of delivery as an aid in reading scripted material in a natural way 5. Use loudness and softness as an aid in communicating a message 6. Break sentences into logical chunks based on content as a way of emphasising key information 7. Check and use the correct pronunciation of words
Develop techniques for communicating effectively with listeners	8. Speak to listeners in a conversational, one-on-one manner 9. Use own personality to create rapport with, and respect of, listeners 10. Practise moving naturally between short improvised pieces and scripted material 11. Imagine yourself as a listener and present information in a way that would draw you into the message being conveyed 12. In consultation with relevant personnel, experiment with microphone placement to determine the optimum position for achieving correct audio levels
Contribute to on-air programs	13. Rehearse scripted material to be presented live or pre-recorded 14. With the assistance of relevant personnel, record scripted material according to production requirements 15. Evaluate own performance and seek feedback from colleagues to identify areas for improvement 16. Record material again as required 17. Deliver finished recording to relevant personnel according to station operating procedures 18. Present agreed program segments live to air in conjunction with experienced broadcasters

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to form opinions about and discuss on-air presentation styles learning skills sufficient to receive and act on feedback about own performance teamwork skills in the context of working collaboratively under the supervision of other broadcasters technical skills sufficient to operate basic audio recording equipment to record practice sessions for the purpose of self-evaluation literacy skills sufficient to interpret and read aloud short scripted material
Required knowledge
basic understanding of: roles and responsibilities of personnel in the radio industry industry terminology basic understanding of how listeners use and listen to radio occupational health issues as they relate to vocal care basic understanding of the characteristics of commonly used studio microphones

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to read scripted information in a natural way understanding of the relationship between presenter and listeners collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to a range of scripted material access to basic audio recording equipment access to audio playback equipment to enable evaluation of recorded scripts by candidate access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate recording or presenting program segments written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit evaluation of recorded programs to determine candidate's ability to read information in a natural way third-party reports tracking candidate's progress on developing presentation techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSSOU202A Mix sound in a broadcasting environment.

Range Statement

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.
Factors may include:	presenter's: personality attitude to listeners voice/manner of speaking knowledge of subject matter level of interest in subject matter attitude to interviewees and/or other presenters presentation style program content technical quality.
Presentation styles may include:	comic conversational/casual dramatic serious.
Scripted material may include:	community announcements intros and outros narration program promos traffic reports voice-overs weather reports.
Correct pronunciation of words may include:	names of countries names of people names of places words in languages other than English.
Improvised pieces may include:	personal opinions time calls.
Relevant personnel may include:	broadcasters/presenters copy editor program producer sponsorship manager station manager volunteers coordinator.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - on-air presentation

Co-requisite units

Co-requisite units

CUFAIR301A Present radio programs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to operate a panel and present live-to-air programs in a basic radio studio. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Volunteers responsible for presenting music-based programs from a community radio studio typically apply the skills and knowledge outlined in this unit. This work is usually undertaken with some supervision and guidance. Skills associated with presenting more complex radio programs are covered in: CUFAIR401A Conduct interviews CUFAIR402A Present a wide range of radio material.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for broadcasts	1. Organise presentation material so that it can be accessed easily during on-air sessions 2. Exercise voice in preparation for on-air sessions 3. Confirm that pre-recorded material is available for broadcast prior to commencement of broadcasts 4. Check with outgoing presenter that equipment is fully operational and refer faults or problems to relevant personnel 5. Cooperate with outgoing presenter as required to ensure a smooth transition between programs
Mix audio inputs	6. Mix audio inputs through the studio panel to produce required level and tonal balances 7. Prevent extraneous sounds not intended for broadcast from going to air 8. Cue and play presentation material according to program running sheets 9. Deal with equipment operational problems promptly and effectively throughout on-air sessions 10. Brief and cue studio guests as required
Present programs	11. Ensure presentation style is consistent with station requirements 12. Present material and interact with studio guests in a way that engages listeners 13. Recover presentation errors and respond to equipment malfunctions with minimum disruption to program flow 14. Respond to studio direction as required
Wrap up broadcast session	15. Time presentation material to allow smooth transition to the following program in consultation with the next presenter 16. Save relevant material for archiving and future use according to station procedures 17. Complete relevant documentation according to station procedures 18. Leave studio in an orderly state for the next presenter 19. Reflect on own performance during broadcasts and identify areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
ability to work cooperatively with others in a broadcasting environment problem solving skills sufficient to respond effectively to problems that arise in a live-to-air studio situation self-management skills sufficient to present and wrap up a live broadcast within the allocated time literacy skills sufficient to read simple scripted material and to complete routine workplace documentation numeracy skills sufficient to time presentation material to fit within the allocated program time aural discrimination skills sufficient to ensure that audio levels are consistent throughout the program technical skills sufficient to operate a basic studio panel
Required knowledge
industry knowledge, including: roles and responsibilities of personnel involved in the production process issues and challenges that arise in the context of presenting programs live to air basic principles of presenting material on air and radio conventions characteristics of sound in a radio studio environment basic understanding of the audio signal path from studio to listener OHS requirements as they relate to the operations of a radio station

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to integrate a number of different tasks simultaneously ability to operate a basic studio panel and present information live to air on at least three occasions ability to present information on air in a conversational and natural way.
Context of and specific resources for assessment	Assessment must ensure: access to a basic radio studio access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of recordings of programs presented live to air by the candidate observation of the candidate presenting a radio program live to air written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFAIR201A Develop techniques for presenting information on radio CUFPPM301A Plan and prepare programs.

Range Statement

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.
Presentation material may include:	minimal ad-libbing music pre-recorded interviews, announcements, sound grabs scripted announcements, intros and outros.
Equipment may include:	audio playback equipment CD players computer technology and associated software headphones microphones off-air monitors studio panel turntables.
Relevant personnel may include:	producers station managers technical staff/volunteers.
Audio inputs may include:	live voice in studio music pre-recorded material.
Presentation styles may include:	comic conversational/casual dramatic serious.
Documentation may include:	APRA (Australasian Performing Rights Association) log equipment fault reports production schedule.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - on-air presentation

Co-requisite units

Co-requisite units

CUFAIR302A Develop techniques for presenting information to camera

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to communicate effectively when presenting to camera. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Trainee presenters at television stations and volunteer presenters in community television apply the vocal and personal presentation techniques described in this unit. This work is usually performed under the direct supervision of a producer and in close collaboration with technical crew. These techniques are further developed in the following units: CUFAIR401A Conduct interviews CUFAIR501A Explore issues on air.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify the elements of effective television presentation	1. Watch a range of television programs and identify factors that might attract or alienate viewers 2. Discuss ideas about effective presentation styles with colleagues and/or mentors 3. Identify factors that foster a positive relationship between presenter and viewers
Develop techniques for reading scripted material.	4. Use full vocal range and vary the pace of delivery as an aid in reading scripted material in a natural way 5. Use loudness and softness as an aid in communicating a message 6. Break sentences into logical chunks based on content as a way of emphasising key information 7. Check and use the correct pronunciation of words
Develop techniques for communicating effectively on camera	8. Look viewers directly in the eye through the lens of the camera 9. Use own personality to create rapport with, and respect of, viewers 10. Maintain a natural, steady eye-line while reading from an autocue 11. Minimise body movements to avoid creating visual distractions 12. Dress in a manner appropriate to the program, avoiding clothes that might create a visual distraction 13. Imagine yourself as a viewer and present information in a way that would draw you into the message being conveyed 14. Recover presentation errors and respond to equipment malfunction with minimum disruption to program flow
Record scripted material for broadcast	15. Rehearse piece to camera with production personnel to check that sound and vision quality meets production requirements 16. Record scripted material according to production requirements 17. Record material again if required, incorporating feedback on performance from production personnel 18. Evaluate own performance to identify areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: form opinions about and discuss television presentation styles project confidence while presenting to camera initiative and self-management skills sufficient to maintain on-air persona in the event of equipment malfunction willingness to receive and act on feedback about own performance technical skills sufficient to read from an autocue literacy skills sufficient to interpret and read aloud short scripted material
Required knowledge
basic principles of effective on-camera presentation basic understanding of roles and responsibilities of television production personnel industry terminology OHS issues as they relate to vocal care and working in a television studio environment

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to read scripted information in a natural way effective on-camera presentation style collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to video recording equipment access to video playback equipment to enable evaluation of recorded scripts by candidate and others access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate presenting to camera written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit evaluation of recorded scripts to determine candidate's ability to read information in a natural way third-party reports tracking candidate's progress on developing presentation techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM301A Plan and prepare programs.

Range Statement

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.
Factors may include:	presenter's: personality attitude to viewers voice/manner of speaking knowledge of subject matter level of interest in subject matter attitude to interviewees and/or other presenters presentation style program content technical quality.
Presentation styles may include:	comic conversational/casual dramatic serious.
Scripted material may include:	intros and outros narration traffic reports voice-overs weather reports.
Correct pronunciation of words may include:	names of countries names of people names of places words in languages other than English.
Production personnel may include:	assistant editor camera, sound, lighting crew director editor floor manager producer.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - on-air presentation

Co-requisite units

Co-requisite units

CUFAIR401A Conduct interviews

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan, prepare and conduct interviews for broadcast. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Radio and television presenters responsible for conducting interviews on a wide range of topics apply the skills and knowledge outlined in this unit. Interviews can be conducted live-to-air or pre-recorded and range in complexity from short, single-issue pieces to moderately in-depth coverage of a topic. Even though presenters at this level generally operate with a fair degree of autonomy, they are members of a production team and are expected to contribute to overall program planning and production. More complex skills associated with in-depth exploration of issues through panel discussions and debates are covered in: CUFAIR501A Explore issues on air.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan and prepare for interviews	1. Identify the main purpose of an interview and factors that may affect how the interview is conducted 2. Become familiar with topics and interviewees by reading and making notes from a range of information sources 3. Develop, and organise in a logical sequence, questions that elicit information relevant to the topic 4. Refine questions by anticipating answers interviewees may give 5. Seek expert advice on issues that could result in a breach of laws or regulations 6. If necessary, develop confidence in the line of questioning by discussing issues with relevant personnel and rehearsing interviews 7. Write short links to introduce topics and interviewees and to forward-promote interviews 8. Where appropriate, obtain prior agreement from interviewees to broadcast interviews and give advance notice of key line of questioning 9. If necessary, book facilities and equipment required to conduct interviews according to enterprise procedures and production requirements
Conduct interviews	10. Establish an atmosphere that elicits the best possible response from interviewees 11. Adopt an interview style that is appropriate for the topic, interviewee and target audience 12. Introduce interviewees, follow prepared line of questioning and listen to answers to identify further questions that could be asked 13. Conduct unplanned lines of questioning, if necessary, to enhance the quality and content of interviews 14. Recover presentation errors and respond to equipment malfunction with minimum disruption to flow of interview 15. If necessary, bring interviewees back to the topic being discussed 16. If appropriate, provide a brief recap on the topic and interviewee for listeners who may not have heard the start of an interview 17. Wrap up interviews in the given time and thank interviewees for their contribution
Evaluate own performance	18. Listen back to interviews and note areas for improvement 19. Seek feedback from relevant personnel on the quality and content of interviews 20. Refine interviewing techniques to accommodate own performance assessment and feedback from colleagues and listeners

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: ask questions clearly and confidently of interviewees listen critically to what interviewees say and respond creatively with further questions to elicit information/opinions from interviewees project a positive and professional image on air work collaboratively as a member of a production team analytical and literacy skills sufficient to interpret and summarise information in the process of preparing interview questions willingness to receive and act on feedback about own performance in a radio context, technical skills sufficient to record interviews in a production studio, telephone recording booth or on location with portable recording equipment self-management skills sufficient to work under pressure and meet deadlines
Required knowledge
industry knowledge, including: roles and responsibilities of production team members broadcast language and terminology issues and challenges that arise in the context of conducting interviews effective communication techniques, including listening, questioning and non-verbal communication understanding of relevant legislation and broadcasting codes of practice sufficient to identify and seek expert advice on and resolve issues that could lead to legal action techniques for: recording in variable weather conditions minimising the effect of background location noise while recording characteristics of commonly used microphones and audio recording equipment OHS requirements as they relate to recording audio material on location

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: effective interviewing and communication techniques understanding of the consequences of breaching laws and regulations that apply to broadcasting ability to listen critically to what interviewees say and to conduct unplanned lines of questioning with confidence interviews recorded over a period of time that demonstrate an ability to interview people on a range of topics collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to audio and/or video recording equipment access to audio and/or video playback equipment to enable evaluation of recorded interviews by the candidate and others access to current information about, and personnel able to advise on, laws and regulations that apply to broadcasting access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of recordings of interviews conducted by the candidate to assess candidate's ability to follow a logical line of questioning observationof the candidate conducting an interview written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit and to discuss candidate's approach to preparing for interviews.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFAIR402A Present a wide range of radio material CUFRES401A Conduct research CUFWRT301A Write content for a range of media CUFWRT403A Write narration and current affairs material.

Range Statement

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.
Purpose of the interview may be to:	delve into a personality elicit anecdotal information justify, interpret or obtain an opinion/comment obtain information/facts promote a service or product recount a personal experience review books, films, plays or artistic works.
Factors may include:	length number of interviewees personality/public profile of interviewee station profile and listener expectations style of program target audience time of day an interview is to be broadcast whether an interview will be live to air whether an interview will be pre-recorded and edited prior to broadcast.
Information sources may include:	colleagues commercial enterprises enterprise policies and procedures federal, state and local government departments industry associations and organisations industry practitioners and technical experts media outlets and the internet personal observations and experience publications, e.g.: reference books newsletters and magazines specialist technical journals bulletins, press releases and letters manufacturer handbooks, manuals, promotional material.
Types of questions may include:	basic, e.g. what, who, where, why, how clarifying closed hypothetical leading open-ended.
Laws and regulations may include:	broadcasting codes of practice contempt of court and parliament copyright defamation obscenity privacy legislation racial vilification.
Relevant personnel may include:	content specialists floor manager interviewees legal advisers other broadcasters producer program manager station manager technical crew.
Facilities and equipment may include:	portable audio recorder, microphone and accessories production studio telephone recording booth.
Production requirements may include:	budget completing documentation, e.g. release forms copyright deadlines location program schedule.
Interview styles may include:	comic conversational/casual dramatic objective probing/challenging psychological serious supportive.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - on-air presentation

Co-requisite units

Co-requisite units

CUFAIR402A Present a wide range of radio material

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to present a wide range of radio material while managing audio outputs in a complex studio environment. This unit builds on the skills developed in: CUFAIR201A Develop techniques for presenting information on radio CUFAIR301A Present radio programs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Radio presenters responsible for programs that contain a wide range of material apply the skills and knowledge outlined in this unit. Programs can be presented live to air or pre-recorded. Presenters use a range of presentation techniques and display a solid understanding of audience behaviour and expectations. Even though presenters responsible for programs that contain a wide range of material generally operate with a fair degree of autonomy, they are members of a production team and are expected to contribute to overall program planning and production. More complex skills associated with moderating on-air discussion forums are covered in: CUFAIR501A Explore issues on air.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Expand repertoire of on-air presentation techniques	1. Develop techniques for ad-libbing to vary the content, audience appeal and pace of programs 2. Record and evaluate practice sessions to improve techniques for moving smoothly from one program item to the next 3. Develop a repertoire of ways to present material of a repetitious or regular nature 4. Use a range of different perspectives to introduce and discuss music items 5. Record and evaluate practice sessions to develop skills in presenting voice reports and in conducting talkback sessions
Prepare for live broadcasts or recording sessions	6. Assemble presentation material prior to commencement of sessions 7. Ensure that presentation material complies with broadcasting laws and regulations 8. Exercise voice in preparation for sessions 9. Check that the equipment is fully operational and refer faults or problems to the relevant personnel
Present a range of material	10. Apply a range of presentation techniques to ensure a natural flow of material throughout sessions 11. Forward promote segments in a way that encourages people to stay listening 12. Recover presentation errors and respond to equipment malfunction with minimum disruption to program flow 13. Conduct talkback sessions in close collaboration with relevant personnel 14. Present live voice reports from the field in a way that shares the experience with listeners and captures their imagination 15. Respond to studio direction according to station procedures
Mix audio inputs	16. Mix audio inputs through the studio panel to produce required level and tonal balances 17. Prevent extraneous sounds not intended for broadcast from going to air 18. Cue and play presentation material according to program running sheets 19. Deal with equipment operational problems promptly and effectively throughout on-air sessions 20. Brief and cue studio guests as required 21. Operate talkback facility, taking into account the effect of the delay system 22. Cross to live feeds, ensuring a smooth, accurately timed transition between presentation material leading up to crosses and live feeds
Wrap up sessions	23. Time presentation material to allow smooth transition to the following program in consultation with the next presenter 24. Save relevant material for archiving and future use according to station procedures 25. Complete relevant documentation according to station procedures 26. Reflect on own performance and seek feedback from colleagues to identify areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: moderate talkback sessions present material on air in a creative way aimed at attracting and retaining listeners maintain flow of on-air presentation while absorbing cues coming through headphones or from information on computer screens work collaboratively as a member of a production team willingness to receive and act on feedback about own performance learning skills in the context of improving own presentation techniques through experimentation and practice technical skills sufficient to: operate a studio panel with a wide range of inputs record material in a production studio, telephone recording booth or on location with portable recording equipment send material recorded on location to the studio for broadcast aural discrimination skills sufficient to ensure that audio levels are consistent throughout the program literacy skills sufficient to read scripted material and to complete workplace documentation self-management skills sufficient to work under pressure and meet deadlines
Required knowledge
industry knowledge, including: roles and responsibilities of production team members broadcast language and terminology issues and challenges that arise in the context of presenting radio programs effective communication techniques, including listening, questioning and non-verbal communication understanding of how listeners use and listen to radio, including the principles behind building and maintaining audiences understanding of relevant legislation and broadcasting codes of practice sufficient to identify and seek expert advice on issues that could lead to legal action techniques for: recording audio in variable weather conditions minimising the effect of background location noise while recording audio characteristics of commonly used microphones and audio recording equipment OHS requirements as they relate to vocal care, recording audio material on location and the operations of a radio station

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to integrate a number of different tasks simultaneously a repertoire of effective on-air presentation techniques understanding of the consequences of breaching laws and regulations that apply to broadcasting ability to manage a full range of audio outputs while presenting on-air collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to a radio studio with a reasonable range of equipment as listed in the range statement access to audio recording equipment access to audio playback equipment to enable evaluation of recorded programs access to current information about, and personnel able to advise on, laws and regulations that apply to broadcasting access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of recordings of programs presented by the candidate to assess candidate's ability to present a wide range of radio material observation of the candidate presenting programs that contain a wide range of material written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit and to discuss candidate's approach to preparing programs that contain a wide range of material.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFAIR401A Conduct interviews CUFRES401A Conduct research CUFWRT301A Write content for a range of media CUFWRT403A Write narration and current affairs material.

Range Statement

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.
Techniques for ad-libbing may include:	creating word pictures to help listeners visualise a scene/experience drawing listeners into a story grabbing listeners' attention at the beginning of a story/anecdote and building to a punch line having a succinct and clear message making appropriate use of rhetoric using concrete language that appeals to the senses.
Material of a repetitious or regular nature may include:	announcing a cross to news or live field reports station IDs time calls traffic reports weather reports.
Perspectives may include reference to:	events linked to music impact on musical trends melody or voice stories about the artists where and how music was recorded.
Voice reports may come from:	courts parliament press conferences scene of a demonstration scene of a tragedy shows, parades sporting events.
Presentation material may include:	music pre-recorded material scripted material.
Broadcasting laws and regulations may include:	broadcasting codes of practice contempt of court and parliament copyright defamation obscenity privacy legislation racial vilification.
Equipment may include:	field, e.g.: portable audio recorders microphone and microphone stand pop shields mobile phones cables and leads batteries and battery charger studio, e.g.: microphones audio playback equipment headphones turntables computer technology and associated software CD players studio panel telephone talkback unit off-air monitors.
Relevant personnel may include:	producers reporters station managers technical staff volunteers.
Segments may include:	competitions giveaways interviews news program highlights special guests.
Audio inputs may include:	digital audio players (e.g. iPod, MP3) live feeds live voice in studio music pre-recorded material voice through talkback facility.
Live feeds may include feeds from:	network outside broadcast satellite.
Documentation may include:	APRA (Australasian Performing Rights Association) log cue sheets (intro and outro cues, duration) equipment fault reports production schedules release forms.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - on-air presentation

Co-requisite units

Co-requisite units

CUFAIR501A Explore issues on air

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct in-depth interviews and discussion forums on radio or television. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Television and radio presenters responsible for conducting in-depth interviews and discussions on a wide range of topics apply the skills and knowledge outlined in this unit. On television, they are often presenting before live audiences, with audience members sometimes participants in discussions. Presenters understand how the media can be used to explore issues and use a range of presentation and interview techniques to do so. Even though presenters at this level generally operate with a fair degree of autonomy, they are members of a production team and are expected to contribute to overall program planning and production. Skills associated with undertaking research in preparation for discussion forums are covered in: CUFRES401A Conduct research.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for discussion forums	1. Prepare lines of questioning based on thorough analysis of research undertaken by production personnel 2. Where appropriate, discuss forum topics in advance with key participants to identify directions in which on-air discussion might go 3. If necessary, undertake further research to cover additional angles revealed in preliminary discussions with key participants 4. Ensure that participants are briefed about laws and regulations that may have an impact on what they say on air 5. In consultation with production personnel, identify where key participants will be seated in discussion forums that involve audience participation 6. Rehearse or role-play discussions with production personnel to identify gaps in preparation and refine proposed line of questioning accordingly
Conduct discussion forums	7. If appropriate, do a warm-up session to prepare an audience prior to the start of a discussion forum 8. Introduce topic and follow a line of questioning that allows differing opinions to be aired in a way that stimulates constructive debate among participants 9. Chair the discussion in the planned direction, but at the same time, ask questions that allow participants freedom to express their views 10. Identify additional lines of questioning by listening carefully to participants' comments and follow-through with questions that demonstrate thorough understanding of the topic under discussion 11. Resolve conflicts that arise between participants in a way that moves the discussion forward while acknowledging the validity of differing viewpoints and paying due respect to the public profile of individual participants 12. Adopt an interview style that elicits the best possible response from participants 13. Respond to cues from production personnel without disrupting the flow of discussion 14. Link audio and visual material as required 15. Wrap up discussions by summarising key points succinctly and clearly, and thanking participants for their contribution
Evaluate discussion forums	16. Participate in debriefing sessions with production personnel to identify strengths and weaknesses of discussion forums 17. Document the outcome of debriefing sessions according to enterprise procedures 18. Reflect on own performance and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: ask questions clearly and confidently of interviewees listen critically to what interviewees say and respond creatively with questions to elicit further information/opinions from interviewees moderate discussions where participants have differing points of view project a positive and professional image on air work collaboratively with production personnel analytical and literacy skills sufficient to: interpret research findings formulate questions aimed at stimulating debate summarise information quickly and effectively during the course of interviews and discussion forums initiative and flexibility sufficient to respond effectively to equipment malfunction and unforeseen discussion issues willingness to receive and act on feedback about own performance self-management skills sufficient to work under pressure and meet deadlines
Required knowledge
industry knowledge, including: roles and responsibilities of production team members broadcast language and terminology issues and challenges that arise in the context of moderating on-air discussion forums effective communication techniques, including listening, questioning and non-verbal communication dynamics of group discussions, including techniques for facilitating contributions from participants understanding of how to use the media to explore issues understanding of common law and broadcasting codes of practice sufficient to identify and seek expert advice on issues that could lead to legal action OHS requirements as they relate to the operations of a broadcast facility

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to analyse and use research material effectively in the context of preparing for interviews and discussion forums ability to communicate effectively on air understanding of the consequences of breaching laws and regulations that apply to broadcasting ability to listen critically to what interviewees say and to conduct unplanned lines of questioning ability to integrate a number of different tasks simultaneously discussions recorded over a period of time that demonstrate an ability to moderate forums that involve a number of participants discussing a range of topics collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to media production facilities to record discussion forums access to video or audio playback equipment to enable evaluation of recordings of forums moderated by the candidate access to current information about, and personnel able to advise on, laws and regulations that apply to broadcasting access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of recordings of on-air forums moderated by the candidate to assess candidate's ability to facilitate a wide-ranging, yet focused discussion of topics observation of the candidate moderating an on-air forum written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit and to discuss candidate's approach to preparing for interviews and discussion forums.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT501A Originate and develop concepts CUFPPM401A Produce programs and program segments.

Range Statement

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.
Production personnel may include:	associate producers content specialists floor managers legal advisers producers reporters researchers technical crew.
Laws and regulations may include:	contempt of court and parliament copyright defamation obscenity privacy legislation racial vilification.
Types of questions may include:	basic, e.g. what, who, where, why, how clarifying closed hypothetical leading open-ended.
Interview styles may include:	comic conversational/casual dramatic objective probing/challenging psychological serious supportive.
Cues from production personnel may include:	instructions/advice received through an earpiece non-verbal signals screen-based.
Audio and visual material may include:	animated sequences audio recordings music still images video clips.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - on-air presentation

Co-requisite units

Co-requisite units

CUFANM301A Create 2D digital animations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use industry-current software to create 2D animations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit addresses basic 2D animation skills directed at developing animations for inclusion in interactive media products, short stand-alone animated sequences and basic games. A person in this role works closely with other members of a production team and reports to a senior animator, designer, director or producer. The short dynamic animations they produce may include audio components. Skills associated with 3D digital animation are covered in: CUFANM302A Create 3D digital animations. More complex skills associated with 3D character animation, including animating facial expressions and lip syncing, are covered in: CUFANM501A Create 3D digital character animation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify animation requirements	1. Clarify 2D animation requirements, including design specifications and storyboard in consultation with relevant personnel 2. Clarify target users/audience and requirements with regard to output formats and delivery platforms
Generate and assess ideas	3. Review animations, artworks and other creative sources that may inspire design ideas 4. Obtain other relevant information that may influence design ideas 5. Generate a range of animation ideas that are technically feasible, respond to specifications and provide creative solutions to all design issues 6. Present animation ideas to relevant personnel using appropriate design techniques
Plan approach	7. Assess the range of industry-current 2D animation software available to determine compatibility with design specifications 8. In consultation with relevant personnel, select the most appropriate 2D animation software for a given purpose 9. Evaluate initial design ideas and specifications against findings and discuss with relevant personnel to select final design concept
Produce animations	10. Apply basic screen principles, visual design principles, communication principles, animation techniques and animation principles to produce animated sequences 11. Source and import, or generate sufficient quantity of key drawings to establish required actions 12. Combine animated objects to produce single sequences according to creative requirements and specifications 13. Integrate audio assets where necessary 14. Save and store animations using appropriate output file formats and standard naming conventions
Finalise animations	15. Review animations to assess creative solutions to design specifications, appropriateness to users/audience and technical feasibility 16. Discuss and confirm with relevant personnel additional requirements or modifications to overall designs or animations and undertake necessary amendments

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret information in software user manuals and help features work as a member of a project team, both independently on assignment and under direction respond constructively to feedback received from other team members initiative and enterprise in the context of: generating a range of feasible ideas for 2D animated sequences visualising creative concepts technical skills sufficient to: use appropriate software to develop 2D animations produce hand-drawn sketches apply the basic principles of screen, visual design and communication to produce 2D animations create 2D animations in appropriate formats for a range of delivery platforms manage files and directories using standard naming conventions and version control protocols self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members basic understanding of the relationship between the technical and creative aspects and requirements of media projects basic animation techniques and principles basic screen principles principles of visual design and communication copyright clearance procedures OHS standards as they apply to use of computer and keyboard for periods of time

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: creation of a range of 2D digital animations that: meet specifications demonstrate the basic principles of screen, visual design and communication meet the technical requirements of at least two delivery platforms listed in the range statement satisfy client requirements collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to a selection of resources, equipment and current industry-current software as listed in the range statement where sound is integrated in the animated sequence, access to a range of suitable software to support the integration of sound and visual elements access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of 2D digital animations created by the candidate in response to specifications written or oral questioning to test knowledge of visual design principles, communication principles, animation techniques and responsibilities of different members of a project team.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFANM302A Create 3D digital animations CUFDIG301A Prepare video assets CUFDIG304A Create visual design components.

Range Statement

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.
2D animations may include:	basic games buttons characters illustrations logos morphs objects puzzles simulated sequences text titles and credits.
Design specifications may include:	characters and objects key frames objects references samples script storyboard technical specifications, including: output file format output file size operating system hardware specifications, including memory size, RAM delivery platform bandwidth media form.
Relevant personnel may include:	art director audio asset creator designer director graphic artist instructional designer navigation designer producer project manager system support personnel other technical and specialist personnel.
Output formats may include:	DIR/DCR FLA/SWF GIF HTML.
Delivery platforms may include:	CD DVD film games console internet kiosk mobile phone PDA (personal digital assistant) video other mobile devices.
Design techniques may include:	digital illustrations of objects and characters freehand sketches storyboards story trees.
Animation software may include:	Director Flash Toon Boon Studio.
Screen principles may include:	editing, including basic transitions framing lighting montage narrative story-telling style/genre.
Visual design principles may include:	balance composition emphasis focal point movement perspective proportion scale unity.
Communication principles may include:	communicating the message conveying meaning meeting audience requirements using functional components.
Animation techniques may include:	acceleration/deceleration audio integration hinges and pivots key frames and tweens looping backgrounds morphing/object exaggeration motion paths registration points rotation speed/motion blur.
Animation principles may include:	key frames motion pacing/timing point of view.
Audio assets may include:	music narration sound effects.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - animation and digital effects

Co-requisite units

Co-requisite units

CUFANM302A Create 3D digital animations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to animate simple 3D models and create 3D animations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit requires the application of basic 3D animation skills to create animations for inclusion in interactive media products, short stand-alone animated sequences and basic games. At this level, animators are working with 3D digital models that have already been created. Animated sequences may include audio components. Animations are created using a range of industry-current software that is constantly evolving, so it is essential that people working in this area keep up to date with the latest software. This unit does not include techniques for stop-motion, cell-analogue and real time animation. Nor does it cover more sophisticated animation techniques used in film, television and high-end games. These are addressed in: CUFANM501A Create 3D digital character animation CUFANM502A Create 3D digital environments.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify animation requirements	1. With reference to production documentation, clarify 3D animation requirements and design specifications in consultation with relevant personnel 2. Examine the models to be animated to determine the most appropriate animation techniques 3. Identify the file format and delivery platform for animated sequences 4. Identify factors that may influence animation design approach 5. In consultation with relevant personnel, clarify work flow sequences to ensure that production schedule deadlines are met
Plan approach	6. Research animations, artworks and other creative sources that may inspire visual design ideas 7. Generate a range of animation ideas that are technically feasible, respond to briefs and provide creative solutions to all design issues 8. Present animation ideas to relevant personnel using appropriate design techniques. 9. Adjust approach to incorporate feedback and agree on final design concepts 10. Discuss and select 3D animation software with relevant personnel to ensure that animated sequences meet specified outcomes 11. Analyse audio assets supplied for animations as required
Produce animated sequences for review	12. Create 3D animations using animation techniques to suit design requirements 13. Apply basic animation principles, screen principles, visual design principles and communication principles 14. Apply real world camera techniques to virtual cameras used in 3D animation 15. Render completed animated sequences 16. Save and store animated sequences using appropriate output file formats, standard naming conventions and version control protocols 17. Present 3D animated sequences to relevant personnel for evaluation by agreed deadlines
Finalise animated sequences	18. Review animated sequences to assess creative solutions to design briefs, appropriateness to users/audience and technical feasibility 19. Discuss and confirm with relevant personnel additional requirements or modifications and complete changes as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions work as a member of a production team, both independently on assignment and under direction respond constructively to feedback received from other team members complete workplace documentation conceptual and creative skills in the context of: generating feasible ideas for animated sequences having a feel for movement and timing in order to produce convincing animations maintaining design integrity technical skills sufficient to: use industry-current animation software to develop digitally animated sequences apply the principles of basic screen, visual design and communication to produce 3D animated sequences output 3D animated sequences in appropriate file formats for a range of delivery platforms manage files and directories using standard naming conventions and version control protocols self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
roles and responsibilities of project team members in the relevant industry sector basic understanding of the stages in the production process from initial design through to finished product issues and challenges that arise in the context of creating 3D digital animations basic 3D digital animation techniques basic screen principles principles of animation principles of visual design and communication features of a range of delivery platforms OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: creation of 3D digital animated sequences that: demonstrate the principles of basic screen, visual design and communication meet the technical requirements of specific platforms satisfy the design brief and client requirements collaborative approach to work attention to detail ability to meet production deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to a range of resources, equipment and current industry-current software as listed in the range statement where sound is integrated in animated sequences, access to a range of suitable software to support the integration of sound and visual elements access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence, authenticated show reels and third-party workplace reports of on-the-job performance critical analysis of a range of 3D digital animated sequences created by the candidate to determine ability to meet design requirements written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit informal questioning and discussion, including response to feedback and diagnostics.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFANM303A Create 3D digital models CUFDIG303A Produce and prepare photo images CUFDIG304A Create visual design components CUFSOU301A Prepare audio assets.

Range Statement

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.
Production documentation may include	animatics brief storyboard technical specifications.
3D animations may include:	3D elements 3D panoramas basic games buttons characters illustrations logos models morphs/blend shapes puzzles simulated sequences text titles and credits.
Design specifications may include:	characters and objects key frames objects references samples script storyboard technical specifications, including: output file format version control protocols output file size operating system hardware specifications, including memory size, RAM delivery platform media form.
Relevant personnel may include:	3D modeller 3D producer animation director audio asset creator director graphic artist/designer instructional designer lead animator matte painter system support personnel other technical and specialist personnel.
Animation techniques may include:	acceleration/deceleration audio integration dynamic simulation hierarchies hinges and pivot points hybrid method key frames layered animation looping backgrounds morphing/object exaggeration motion capture motion paths pose to pose animation registration points rotation scripted animation speed/motion blur straight-ahead animation.
File formats may include:	AAS ACT ANI ANM ANS AVI AWA AWM CEL CFT CMV DIR/DCR FLA/SWF FLC FLI FLX GIF HTML IFF JPEG LWOB M3D MMM MOV MPEG MWF PNG QTVR SEC TIFF VAN VUE.
Delivery platforms may include:	CD DVD film games console internet kiosk mobile phone or device PDA (personal digital assistant) video.
Factors may include:	budget purpose of animation resources target audience timelines.
Design techniques may include:	digitally generated illustrations of objects and/or characters freehand sketches fully rendered hand-drawn illustrations story trees storyboards.
Animation software may include:	3D Studio Max Cinema 4D Houdini Lightwave Maya Motionbuilder Soft Image - XSI.
Audio assets may include:	music narration sound effects.
Animation principles may include:	anticipation asymmetry in body and facial poses balanced poses exaggeration movement in arcs overlapping actions and follow-through pacing/timing secondary actions singularity of message squash and stretch staging strong silhouette in poses weight.
Screen principles may include:	camera techniques editing, including basic transitions framing lighting montage narrative story-telling style/genre.
Visual design principles may include:	balance composition emphasis movement perspective proportion scale unity.
Communication principles may include:	communicating the message conveying meaning meeting audience requirements using functional components.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - animation and digital effects

Co-requisite units

Co-requisite units

CUFANM303A Create 3D digital models

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create 3D digital models. This unit is a prerequisite for: CUFANM401A Prepare 3D digital models for production. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	3D modellers working on relatively simple projects apply the skills and knowledge described in this unit. From reference material and established designs, they create 3D models using whatever software is applicable to the production. 3D models need to meet technical and design specifications, as well as being efficient, reliable, to scale, and easy to rig and animate. Modellers need to appreciate what will be required of their models in later stages of production because this can affect the work they produce. Close liaison with other team members is, therefore, important. Even though a senior modeller or technical director supervises the creation of models, people at this level are expected to work autonomously within clear guidelines. More complex skills associated with 3D digital modelling are covered in: CUFANM401A Prepare 3D digital models for production.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify work requirements	1. With reference to production documentation, clarify requirements and purpose for 3D digital models 2. In consultation with relevant personnel, clarify work flow sequences to ensure that production schedule deadlines are met 3. Select software that best suits the type of production and delivery platform for which 3D digital models are being created 4. Gather and analyse reference materials to help with visualisation of 3D models
Create 3D digital models	5. Use software features to block out models to determine correct proportions in relation to reference materials 6. Manipulate software features to apply basic lighting and shaders as required 7. Ensure that models' topology allows appropriate deformation, as required 8. Progressively refine and check integrity of models until they meet design requirements 9. Submit models to relevant personnel for comment on whether production requirements have been met and make final adjustments as required 10. Render and output models in required format and submit to relevant personnel by agreed deadlines 11. Make back-up copies of files and complete workplace documentation according to enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions work as a member of a production team, both independently on assignment and under direction respond constructively to feedback received from other team members complete workplace documentation technical skills sufficient to: use industry-current software applications to create 3D models to specifications manage files and directories using standard naming conventions and version control protocols make back-up copies of files and store appropriately initiative and creativity in the context of visualising and accurately creating 3D digital models of a range of animate and inanimate objects self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
roles and responsibilities of project team members in the relevant industry sector basic understanding of the stages in the production process from initial design through to finished product issues and challenges that arise in the context of creating 3D digital models 3D digital modelling techniques strong sense of scale, form, weight and volume geometry as it applies to the creation of realistic 3D digital models features of a range of delivery platforms OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: creation of 3D digital models that: demonstrate efficient use of geometry and attention to detail meet design requirements collaborative approach to work ability to meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to a selection of industry-current software as listed in the range statement access to simulated or real production situations that require the creation of 3D digital models access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of 3D digital models created by the candidate to determine ability to create models for different kinds of objects written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFANM302A Create 3D digital animations CUVDSP11A Research and apply techniques for illustrative work CUVVSP16A Research and experiment with techniques to produce drawings.

Range Statement

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.
Production documentation may include:	animatics brief storyboard technical specifications.
Requirements may include:	assets for integration collaboration with other team members creative expectations design specifications output format technical specifications timelines.
Purpose of 3D digital models may be for:	animations digital simulations, e.g.: architectural models e-learning resources demonstration of processes and procedures.
Relevant personnel may include:	3D designer or concept artist 3D modeller art director director head of department matte painter producer project manager storyboard artist supervisor technical director other technical/specialist personnel.
Production may include:	animated productions commercials digital media products, e.g.: simulations games e-learning resources virtual worlds/environments documentaries feature films filmed events or performances music video short films television productions.
Software may include:	3D, e.g.: 3D Studio Max Maya Softimage graphics, e.g.: Photoshop Illustrator.
Delivery platforms may include:	broadcast television CD DVD film internet Kiosk mobile phone PDA (personal digital assistant) other digital devices.
Reference materials may include:	books concept drawings and designs direct observation of actions to be simulated in 3D models real object on which models are to be based still images videos.
Progressive refinements may include:	achieving required shape achieving required topology.
Aspects to be checked for integrity may include:	double faces isolated vertices pivot points resetting transform scale of models relative to other components in final sequences.
Formats may include:	AVI IFF JPEG MPEG PNG Quicktime Targa TIFF.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - Animation and digital effects

Co-requisite units

Co-requisite units

CUFANM401A Prepare 3D digital models for production

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare 3D digital models for a range of contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit requires the application of 3D digital modelling skills to prepare 3D models (including character models) to a high level of finish so they are ready for use in animations, high-end games, virtual worlds or specialist digital resource materials in areas such as medicine, architecture, engineering and aeronautics. On small-scale productions, modellers also rig, build textures and create lighting. On larger projects, they may be required to liaise with riggers, texture and lighting artists. Even though work at this level is undertaken with minimum supervision, modellers are members of a production team and close collaboration with other team members is essential, as is an ability to deliver on schedule and to work under pressure. As they develop their skills and interests, modellers may concentrate on different areas, such as characters, objects, environments and special effects. Aspects of these skills are covered in: CUFANM402A Create digital visual effects CUFANM501A Create 3D digital character animation CUFANM502A Create 3D digital environments.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	CUFANM310A Create 3D digital models

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify work requirements	1. With reference to production documentation, clarify requirements and purpose for 3D digital models 2. In consultation with relevant personnel, clarify work flow sequences to ensure that production schedule deadlines are met 3. Select software that best suits the type of production and delivery platform for which 3D digital models are being prepared 4. Gather and analyse reference material to help with visualisation of final models
Prepare 3D models	5. Build and modify shaders to achieve required outcome 6. Apply texture coordinates or UV mapping as required 7. Paint required texture maps 8. Use appropriate lighting techniques to light the 3D models as required 9. Rig 3D models as required, ensuring that controls are logical and easy to use, and that rigs are robust and perform to specifications 10. Set up model deformations as required 11. Use scripting language as required to enhance the functionality of rigs 12. Create morph targets or blend shapes as required
Finalise 3D digital models	13. Test models to identify faults, and adjust as required 14. Submit final models to relevant personnel by agreed deadlines 15. Make back-up copies in accordance with enterprise procedures 16. Complete workplace documentation as required 17. Render final models as required 18. Review process of constructing 3D digital models and note areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions work collaboratively with other team members respond constructively to feedback received from other team members complete workplace documentation technical skills sufficient to: use the full range of features of industry-current software applications to prepare 3D digital models to specifications follow design reference accurately and work in a range of styles manage files and directories using standard naming conventions and version control protocols make back-up copies of files on a continuous basis and store appropriately initiative and creativity in the context of: visualising and modelling 3D characters, props and environments to a high level of finish analysing and solving problems as they arise during the modelling process self-management, learning and planning skills sufficient to: prioritise work tasks meet deadlines continuously improve skills and knowledge by keeping up to date with industry developments and new software features seek expert assistance as required
Required knowledge
industry knowledge, including: roles and responsibilities of project team members in the relevant industry sector sound understanding of the relationship between the technical and creative aspects and requirements of productions in which 3D digital models are used issues and challenges that arise in the context of preparing 3D digital models well-developed drawing skills, including use of light and shadow good understanding of anatomy modelling techniques with polygons and NURBS strong sense of scale, form, weight and volume strong understanding of light, colour, composition and mood technical parameters of various platforms and how these impact on the process of preparing 3D digital models OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: 3D digital models created to a high level of finish that: are robust and perform to specifications demonstrate attention to detail meet design and aesthetic requirements collaborative approach to work ability to meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to a selection of industry-current software as listed in the range statement access to simulated or real production situations that require the preparation of 3D digital models access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of 3D digital models prepared by the candidate to determine ability to create models in a range of styles written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFANM402A Create digital visual effects CUFANM501A Create 3D digital character animation CUFANM502A Create 3D digital environments.

Range Statement

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.
Production documentation may include:	animatics brief storyboard technical specifications.
Requirements may include:	assets for integration collaboration with other team members creative expectations design specifications output format technical specifications timelines.
Purpose of 3D digital models may be for:	animations digital simulations, e.g.: architectural models e-learning resource demonstration of processes and procedures.
Relevant personnel may include:	3D designer or concept artist 3D modeller art director director head of department matte painter producer project manager storyboard artist supervisor technical director technical/specialist personnel.
Software may include:	graphics, e.g. Illustrator Photoshop 3D 3D Studio Max Maya Softimage.
Delivery platform may include:	broadcast television CD DVD film games console internet kiosk mobile phone mobile phone or other digital devices personal digital assistant (PDA) video.
Reference material may include:	books concept drawings and designs direct observation of actions to be simulated in 3D models maquette real objects on which models are to be based still images videos.
Application of texture coordinates involves:	efficient use of texture space logical layout to facilitate ease of painting textures minimal texture distortion minimal texture seams.
Texture maps may include:	bump colour normal reflection specular transparency.
Lighting techniques may include:	global illumination image-based lighting radiosity simple lighting set-ups vertex lighting.
Model deformations may include:	corrective morph targets muscle simulations skinning of model to rig weighting of vertices wrap deformers.
Scripting languages may include:	MAX MEL Python.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - animation and digital effects

Co-requisite units

Co-requisite units

CUFANM402A Create digital visual effects

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create digital visual effects. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Compositors or effects artists working in 3D animation and graphics studios apply the skills and knowledge described in this unit. They are responsible for creating digital visual effects to simulate physical or natural phenomenon, such as fire, crowds, flocks of birds, fluids, smoke and weather conditions. They receive material from various sources, which could include bluescreen elements, particles, graphics, 2D and 3D animation, and live action footage. Their job is to creatively combine elements into the final image, ensuring that the established style of the project is respected and continuity is maintained. Typically, their briefs are based on elements of storyboards for film, television or digital media productions, including games. A high level of creativity is required, along with proficiency in using a range of industry-current software applications to create and refine digital visual effects. A collaborative approach to work within a production team is essential, as is an ability to meet deadlines.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify work requirements	1. With reference to production documentation, clarify requirements for digital visual effects 2. In consultation with relevant personnel, clarify work flow sequences to ensure that production schedule deadlines are met 3. Select software that best suits the type of production and delivery platform for which visual effects sequences are being created 4. Gather and analyse reference material to help with visualisation of final sequences
Prepare components	5. Gather all assets for integration and check that they are in the correct output file format 6. Choose digital visual effects that best represent the vision of scripts, as required 7. Check that components comply with storyboard requirements 8. Determine the appropriate methods and techniques to be used for the production of the required digital special effects
Assemble previsualisations	9. Create previsualisation of the required visual effects sequences using the appropriate assets and compositing techniques 10. Experiment with previsualisation to establish the best results and solve problems that arise during the process of creating the visual effects 11. Submit previsualisation visual effects sequences to relevant personnel for evaluation and feedback 12. Match elements as required, such as colour, lighting and camera
Produce visual effects	13. Create final visual effects 14. Generate additional required effects to final stage 15. Render visual effects to desired format 16. Submit visual effects sequences to relevant personnel for evaluation and feedback by agreed deadlines
Finalise visual effects	17. Respond to feedback by making adjustments to visual effects so that they comply with design and production specifications 18. Save files to specified storage system accessible to production team 19. Make back-up copies of visual effects in accordance with enterprise procedures 20. Complete workplace documentation as required 21. Review process of creating digital visual effects and note areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret storyboards work collaboratively in a team environment, both independently and under direction respond constructively to feedback received from other team members complete workplace documentation technical skills sufficient to: use common features of industry-current compositing and visual effects software produce digital visual effects for a range of output formats manage files and directories using standard naming conventions and version control protocols initiative and creativity in the context of: visualising and interpreting creative concepts distinguishing subtle differences that affect the matching of elements created in multiple mediums creatively integrating media assets to achieve the required digital visual effects troubleshooting and solving problems as they arise during the process of creating digital visual effects self-management, learning and planning skills sufficient to: prioritise work tasks continuously improve skills and knowledge by keeping up to date with industry developments and new software features meet deadlines seek expert assistance as required
Required knowledge
industry knowledge, including: roles and responsibilities of project team members in the relevant industry sector sound understanding of the relationship between the technical and creative aspects and requirements of productions in which digital visual effects are used issues and challenges that arise in the context of creating digital visual effects sequences strong understanding of light, colour, composition and mood keying process technical parameters of various platforms and how these impact on the process of creating digital visual effects OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: creation of a range of digital visual effects sequences that: meet the requirements of a brief demonstrate attention to detail and an ability to refine visual effects to achieve the required creative effects collaborative approach to work ability to meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to a selection of industry-current software as listed in the range statement access to simulated or real production situations that require the creation of digital visual effects sequences access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of digital visual effects sequences created by the candidate to determine ability to create different types of effects written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFANM403A Create titles for screen productions.

Range Statement

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.
Production documentation may include:	animatics brief script shot list storyboard technical specifications.
Requirements may include:	assets for integration collaboration with other team members creative expectations design specifications output format technical specifications timelines.
Digital visual effects may include:	colour correction compositing: image layering motion graphics filters: warp glow blur fog integrating lighting across different elements keying: chroma luma/luminance difference lighting: shadow atmospheric flares particle systems: bubbles smoke droplets weather effects dust atmospheric effects starbursts fireworks textures, e.g.: water cloth fur tracking: camera matching motion tracking.
Relevant personnel may include:	designer director editor head of department post-production manager producer SFX (special effects) supervisor storyboard artist technical director other technical/specialist personnel.
Software may include:	3D, e.g.: 3D Studio Max Maya Soft Image graphics, e.g.: Photoshop Illustrator video editing, e.g.: Adobe Premier Final Cut Pro Avid Liquid visual effects/compositing, e.g.: Combustion Shake After Effects Nuke Digital Fusion.
Productions may include:	animated productions commercials digital media products, e.g.: simulations games e-learning resources virtual worlds/environments documentaries feature films filmed events or performances music video short films television productions.
Delivery platforms may include:	broadcast television CD DVD film internet kiosk mobile phone PDA (personal digital assistant) other digital devices.
Reference material may include:	books direct observation of actions DVDs ('making ofs') still images videos.
Assets may include:	animated sequences audio tracks live action film footage live action video footage sequences of stills static background plates stills.
Output file format may include:	AVI EPS IFF JPEG MPEG PNG Quicktime Targa TIFF.
Methods and techniques may include:	2D graphics and paint 3D models and animation compositing.
Compositing techniques may include:	adding graining adding motion blur camera matching colour matching combining levels together seamlessly creating convincing shadows creating mattes enhancing the lighting keying painting rotoscoping.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - animation and digital effects

Co-requisite units

Co-requisite units

CUFANM403A Create titles for screen productions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create digital titles for screen productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Titles designers or graphic artists working in the screen and media industries apply the skills and knowledge described in this unit. They are responsible for designing the opening titles and captions that appear in film and television productions and in digital media products, such as games and e-learning resources. They work closely with directors and post-production personnel to ensure that screen titles reflect the theme and mood of the overall production or product. A collaborative approach to work is therefore essential, as is an ability to meet deadlines.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify work requirements	1. With reference to production documentation, clarify requirements for screen titles 2. In consultation with relevant personnel, clarify work flow sequences to ensure that production schedule deadlines are met 3. Identify the available budget for the production of titles as required
Identify items to be included in titles	4. Produce and maintain a schedule of items to be included in titles 5. Determine if graphic items need to be imported from other sources and source these items as required 6. Obtain copyright clearances to use imported items as required 7. Select appropriate fonts and/or create fonts as required
Generate and assess ideas	8. Generate a range of ideas for the design of screen titles that respond sympathetically to briefs and provide creative solutions to all design issues 9. Discuss ideas and collaborate, as required, with relevant personnel to ensure contribution of ideas to initial concepts 10. Continuously reflect on and appraise ideas for implications on cost, technical feasibility and suitability to meet specifications
Create titles	11. Incorporate and manipulate moving or static graphic items to be included in titles 12. Modify titles and source items to ensure that the required visual effect is achieved 13. Trial various techniques and styles and produce initial compilation of titles ensuring that style, content and creative intentions are met 14. Decide upon the appropriate parameters of display to meet with creative requirements and technical specifications 15. Review initial titles to ensure that they meet technical and creative requirements 16. Ensure that the movement of titles and other graphic items maximises the visual impact required for productions 17. Ensure that titles incorporate captions with required images and sound, and are correctly synchronised with sound 18. Ensure that titles are legible and appropriately spaced 19. Record and store titles and other graphic images according to enterprise procedures
Finalise titles	20. Present initial title compilations to relevant personnel for feedback 21. Participate in initial and ongoing evaluation of titles 22. Confirm accuracy of text, spelling, punctuation and content 23. Negotiate and agree to additional requirements and modify titles as required 24. Ensure that agreement is reached with, and approval granted by, relevant personnel before proceeding with the final production of titles 25. Review process of creating titles and note areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions collect and interpret creative information, scripts and images use correct grammar and spelling in screen titles work collaboratively in a team environment, both independently and under direction respond constructively to feedback received from other team members complete workplace documentation technical skills sufficient to: use common features of industry-current visual effects software to create screen titles produce screen titles for a range of output formats manage files and directories using standard naming conventions and version control protocols initiative and creativity in the context of: visualising and interpreting creative concepts maintaining design integrity creatively integrating media assets to achieve the required digital visual effects troubleshooting and solving problems as they arise during the process of creating titles for screen productions self-management, learning and planning skills sufficient to: prioritise work tasks continuously improve skills and knowledge by keeping up to date with industry developments and new software features meet deadlines seek expert assistance as required
Required knowledge
industry knowledge, including: roles and responsibilities of project team members in the relevant industry sector sound understanding of the technical and creative elements of productions in which screen titles are used issues and challenges that arise in the context of creating titles for screen productions principles of typographic design the effects of caption movement in one plane the effects of caption movement in multiple planes and axes copyright requirements with regard to importing items into screen titles OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: creation of a range of screen titles that: meet the requirements of a brief demonstrate attention to detail and an ability to achieve the required creative effect collaborative approach to work ability to meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to industry-current software used to create screen titles access to simulated or real production situations that require the creation of screen titles access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of digital screen titles created by the candidate to determine ability to create different types of titles written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFANM402A Create digital visual effects CUFDIG304A Create visual design components.

Range Statement

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.
Production documentation may include:	animatics brief script shot list storyboard technical specifications.
Titles may be:	animated crawling dissolved effect faded layered reveal rolling static zip.
Relevant personnel may include:	designers director director of photography editor head of department post-production manager producer SFX (sound effects) supervisor sound personnel storyboard artist supervisor technical director other technical/specialist personnel.
Items to be included in the titles may include:	background captured frames fonts images, e.g.: static moving graphic photographic cinematographic logos objects text.
Parameters of display may include:	colour duration punctuation shading spacing spelling style thickness typeface.
Technical and creative requirements include:	choreography of movement colour frequency focus signal requirements speed type.
Movement of titles and other graphic images may include:	bounce compression expansion rotation.
Productions may include:	animated productions commercials documentaries feature films filmed events or performances interactive digital media products, e.g.: e-learning resources games promotional/informational products music videos short films television productions training or promotional videos/DVDs.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - animation and digital effects

Co-requisite units

Co-requisite units

CUFANM501A Create 3D digital character animation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create 3D digital character animation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Character animators working in 3D animation studios and games companies create character animations for film, television, interactive media products, stand-alone animated sequences and games. Typically, they follow a brief from a director, animation director or lead animator, and refer to established designs, layouts and models when creating the movements that will appear on screen. They may also have been responsible for creating the 3D models that are being animated. A feel for movement and timing is necessary to produce convincing animation, and character animators need creative and artistic qualities, along with the appropriate technical skills. Observational skills and a feel for acting are also important. Even though animators at this level work with a fair degree of autonomy, they are members of a production team and must be able to take direction and communicate clearly with colleagues. Animations are created using a range of industry-current software that is constantly evolving, so it is essential that people working in this area keep up to date with the latest software.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	CUFANM302A Create 3D digital animations

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify work requirements	1. With reference to production documentation, determine requirements and purpose for 3D digital character animation 2. In consultation with relevant personnel, determine work flow sequences to ensure that production schedule deadlines are met 3. Select software that best suits the type of production and delivery platform for which 3D digital character animations are being created
Prepare to create 3D digital character animation	4. Gather and analyse reference materials to assist in the animation of the characters 5. Examine the models to be animated to determine the most appropriate animation techniques 6. Identify and develop skills with the controls of character rigs to be used 7. Analyse audio supplied for animations as required 8. Create thumbnail sketches of key poses required 9. Act out shot and make notes on timing of actions or record to video for later reference 10. Select the most suitable combination of animation techniques
Create 3D digital character animation	11. Animate first pass, applying relevant animation principles and experimenting with techniques to produce the required creative effects 12. Submit first pass to relevant personnel for comment on whether requirements have been met 13. Make adjustments as required and refine animation in passes until production requirements are met 14. Animate facial features and lip-syncing to match audio and design requirements, ensuring that animation principles are taken into account 15. Create secondary animations as required
Finalise projects	16. Submit final character animations in agreed output format to relevant personnel by agreed deadline 17. Finalise projects according to enterprise procedures, e.g. making back-up copies of files and completing workplace documentation 18. Participate in project evaluations and contribute ideas and suggestions about ways to improve future projects

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret creative concepts and briefs use correct grammar, spelling and punctuation when writing interpret information in software user manuals and help features work as a member of a production team, both independently on assignment and under direction respond positively to constructive feedback from other team members initiative and enterprise in the context of: developing original, innovative and creative approaches to 3D character animation experimenting with animation to develop a creative sustained vision extending creative boundaries for self and audience finding creative solutions to problems identified during the process of 3D character animation locating and using resources to broaden own creative experience technical skills sufficient to: use appropriate software to develop 3D character animation apply the principles and elements of animation, communication, screen and visual design to produce 3D character animation create 3D character animation in appropriate formats for required delivery platforms manage files and directories using standard naming conventions and version control protocols self-management and planning skills sufficient to: prioritise work tasks plan animation in a logical and cohesive way meet deadlines seek expert assistance as required learning in the context of improving performance/product through self-reflection and reworking after feedback
Required knowledge
animation techniques and principles screen principles principles of visual design and communication acting principles in the context of animating facial expressions and body movements to produce convincing animation industry knowledge, including: roles and responsibilities of project team members in the relevant industry sector sound understanding of the relationship between the technical and creative aspects and requirements of productions in which character animation is being used issues and challenges that arise in the context of creating 3D digital character animation OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: creation of 3D digital character animation that: demonstrates appropriate application of animation principles, such as correct use of timing and weight, squash and stretch, movement in arcs, anticipation and follow-through, overlapping action and exaggeration meets design requirements demonstrates attention to detail collaborative approach to work ability to meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to a selection of industry-current software as listed in the range statement access to simulated or real production situations that require 3D digital character animations access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of 3D digital animated characters created by the candidate to determine ability to animate characters in different ways written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFANM503A Design animation and digital visual effects.

Range Statement

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.
Production documentation may include:	animatics storyboard technical specifications.
Requirements may include:	assets for integration collaboration with other team members creative expectations design specifications output format technical specifications timelines.
Purpose of 3D digital character animation may be for:	interactive digital media products, e.g.: games e-learning resources digital simulations virtual worlds television and film production.
Relevant personnel may include:	animation director director head of department producer project manager storyboard artist supervisor technical director other technical/specialist personnel.
Software may include:	3D, e.g.: 3D Studio Max Maya Softimage Lightwave Motionbuilder Face Robot graphics, e.g.: Photoshop Illustrator.
Productions may include:	animated productions commercials documentaries feature films filmed events or performances interactive digital media products: e-learning resources games promotional/informational products music videos short films television productions training or promotional videos/DVDs.
Delivery platforms may include:	broadcast television CD DVD feature film games internet kiosk mobile phone PDA (personal digital assistant) other digital devices.
Reference materials may include:	books direct observation of actions DVDs ('making ofs') still images videos.
Animation techniques may include:	dynamic simulation hybrid method layered animation motion capture pose-to-pose animation scripted animation straight ahead animation.
Animation principles may include:	anticipation asymmetry in body and facial poses balanced poses exaggeration movement in arcs overlapping actions and follow-through pacing/timing secondary actions singularity of message squash and stretch staging strong silhouette in poses weight.
Secondary animations may include:	cloth simulations hair simulations other finer details that require dynamic simulations or keyframe animation.
Output formats may include:	AVI IFF JPEG MPEG PNG Quicktime Targa TIFF.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - animation and digital effects

Co-requisite units

Co-requisite units

CUFANM502A Create 3D digital environments

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create 3D digital environments. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	3D environment artists working in 3D animation, games and graphics studios apply the skills and knowledge described in this unit. From reference material and established designs, they create 3D environments using the software application most appropriate to the production. 3D environments need to meet technical and design specifications, as well as being efficient, reliable and to scale. Environment artists need to appreciate what will be required of their environments in later stages of production because this can affect the work they produce. Even though environment artists at this level work with a fair degree of autonomy, they are members of a production team and must be able to take direction and communicate clearly with colleagues. 3D environments are created using a range of industry-current software that is constantly evolving, so it is essential that people working in this area keep up to date with the latest software.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify work requirements	1. With reference to production documentation, determine requirements and purpose for 3D digital environments 2. In consultation with relevant personnel, determine work flow sequences to ensure that production schedule deadlines are met 3. Select software that best suits the type of production and delivery platform for which 3D digital environments are being created 4. Gather and analyse reference materials to help with visualisation of 3D environments
Create 3D digital environments	5. Use software features to build a previsualisation of environments in relation to reference materials and submit to relevant personnel for approval 6. Build environment models and progressively refine models until they meet design requirements 7. Check integrity of models and ensure spatial relationship meets design requirements 8. Apply texture coordinates as required 9. Create and incorporate matte paintings as required 10. Manipulate software features to apply lighting and shaders as required 11. Experiment with different lighting rigs and select a rig that meets design requirements 12. Continuously refine all aspects of 3D digital environments until the required creative effect is achieved 13. Submit environments to relevant personnel for comment on whether production requirements have been met and make final adjustments as required
Finalise projects	14. Render and output environments in required format and submit to relevant personnel by agreed deadlines 15. Finalise projects according to enterprise procedures, such as making back-up copies of files and completing workplace documentation 16. Participate in project evaluations and contribute ideas and suggestions about ways to improve future projects

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret creative concepts and briefs interpret information in software user manuals and help features work as a member of a production team, both independently on assignment and under direction respond positively to constructive feedback from other team members initiative and enterprise in the context of: visualising and accurately creating 3D digital environments finding creative solutions to problems identified during the process of creating 3D digital environments locating and using resources to broaden own creative experience technical skills sufficient to: use appropriate software to develop 3D digital environments create 3D digital environments in appropriate formats for required delivery platforms manage files and directories using standard naming conventions and version control protocols self-management and planning skills sufficient to: prioritise work tasks plan the creation of 3D digital environments in a logical and cohesive way meet deadlines seek expert assistance as required learning in the context of improving performance/product through self-reflection and reworking after feedback
Required knowledge
industry knowledge, including: roles and responsibilities of project team members in the relevant industry sector sound understanding of the relationship between the technical and creative aspects and requirements of productions for which 3D digital environments are being created understanding of the stages in the production process from initial design through to the finished product issues and challenges that arise in the context of creating 3D digital environments the features of a range of delivery platforms digital modelling techniques appropriate to the development of 3D environments demonstrated use of scale, form, weight and volume geometry as it applies to the creation of realistic 3D digital environments OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: creation of 3D digital environments that: demonstrate efficient use of geometry and attention to detail meet design requirements collaborative approach to work ability to meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to a selection of industry-current software as listed in the range statement access to simulated or real production situations that require the creation of 3D digital environments access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of 3D digital environments created by the candidate to determine ability to create different kinds of environments written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFANM401A Prepare 3D digital models for production CUVDSP11A Research and apply techniques for illustrative work CUVVSP16A Research and experiment with techniques to produce drawings.

Range Statement

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.
Production documentation may include:	storyboard animatics technical specifications creative documentation top-down drawings/maps concept drawings architectural drawings.
Requirements may include:	technical specifications design specifications creative expectations output format assets for integration timelines collaboration with other team members.
Purpose of 3D digital environments may be for:	animations digital simulations, e.g.: architectural models e-learning resource demonstration of processes and procedures games film/television productions.
Relevant personnel may include:	3D modeller matte painter 3D designer or concept artist art director project manager director producer supervisor technical director head of department storyboard artist other technical/specialist personnel.
Software may include:	graphics, e.g.: Photoshop Illustrator 3D, e.g.: 3D Studio Max Maya Softimage.
Delivery platforms may include:	feature film broadcast television games internet CD mobile phone kiosk DVD PDA (personal digital assistant) other digital devices.
Reference materials may include:	real environments that are to be reproduced digitally videos still images books direct observation of actions to be simulated in 3D environments concept drawings and designs.
Progressive refinements may include:	achieving required shape achieving required topology.
Aspects to be checked for integrity may include:	pivot points scale of models relative to other components in final sequences isolated vertices double faces resetting transform.
Aspects to be checked for spatial relationship may include:	relevant design principles, e.g.: balance proportion accuracy functionality game-play requirements.
Lighting rigs may include:	light domes global illumination radiosity standard lights.
Formats may include:	TIFF JPEG IFF Quicktime AVI MPEG Targa PNG.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - animation and digital effects

Co-requisite units

Co-requisite units

CUFANM503A Design animation and digital visual effects

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to design animation and digital visual effects for screen productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Designers who specialise in animation or visual effects apply the skills and knowledge described in this unit. They work closely with people such as directors or producers to prepare design specifications for animation or visual effects for projects, which range in scope from television commercials to aspects of feature films, an entire animated film or interactive games. A high level of creative conceptualisation is required, along with an ability to undertake background research. Even though designers operate at a senior level with a high degree of autonomy, the process of generating concepts and ideas is collaborative. An ability to work in a team environment and with clients is therefore essential. Skills associated with implementing designs are covered in: BSBDES601A Manage design realisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify design requirements	1. With reference to production documentation identify the scope of design projects 2. Identify factors that may have an impact on the design process 3. Participate in preliminary concept meetings to clarify understanding of design requirements 4. With reference to production documentation, itemise elements that need to be addressed during the design phase
Generate and assess ideas	5. Generate a range of design ideas that respond sympathetically to the brief and provide creative solutions to design issues 6. Assess ideas and collaborate, as required, with relevant personnel to maximise contribution of ideas to initial concepts 7. Continuously reflect on and appraise ideas for implications on cost, technical feasibility, and creative requirements
Conduct research and experimentation	8. Research aspects of content and target audience characteristics that might influence production styles and techniques 9. Trial various techniques to test the suitability of their use in given design projects 10. Organise research and experimentation material for ease of access by relevant personnel during the design development process 11. Analyse and document research and experimentation findings for use during the design phase
Produce draft design specifications	12. In consultation with relevant personnel, evaluate initial concept ideas in light of research and experimentation findings and select the most appropriate approach 13. Ensure that agreement is reached with relevant personnel on a consistent interpretation of design and visual details 14. Create storyboards as required 15. Prepare or supervise the preparation of sample material to be included in design specifications as required 16. Write draft design specifications to include relevant advice to design and development teams 17. Discuss draft design specifications with relevant personnel to ensure that all requirements have been addressed
Finalise design specifications	18. Present draft design specifications to relevant personnel for review 19. Participate in the initial and ongoing evaluation of design specifications 20. Negotiate and agree to additions or modifications and amend design specifications as required 21. Clarify the ongoing role of the designer during the production phase and in the evaluation of the final animations or digital visual effects 22. Review process of designing animation and digital visual effects and note areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret creative concepts and briefs prepare design specifications present design ideas for discussion and feedback from team members clearly and concisely document specifications for the design of animation and digital visual effects work collaboratively with other members of a production team negotiate amendments and additions to design specifications initiative, enterprise and creativity in the context of: developing original, innovative and creative approaches to designing animation and visual effects experimenting with techniques to achieve desired visual effects extending creative boundaries for self and audience thinking laterally when developing concepts undertaking background research to inform design projects maintaining design integrity finding ways to minimise the effect of technical constraints finding creative solutions to problems identified during the process of designing animation and visual effects locating and using resources to broaden own creative experience technical skills sufficient to use standard word processing, spreadsheet and presentation software in the context of preparing design and technical specifications learning in the context of improving performance/product through self-reflection and reworking after feedback. self-management skills sufficient to: meet deadlines provide appropriate and timely documentation
Required knowledge
industry knowledge, including: roles and responsibilities of project team members in the relevant industry sector sound understanding of the relationship between the technical and creative aspects and requirements of productions for which animation and digital visual effects are being designed issues and challenges that arise in the context of designing animation and digital visual effects principles and techniques of animation, layout and composition screen principles principles of visual design and communication colour theory, line, dimension, depth and their application on the screen drawing techniques, including drawing to scale formats and techniques for documenting the design of animation and digital visual effects OHS standards as they relate to working for periods of time on computers intellectual property rights and copyright clearance procedures

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: design specifications for animation and digital visual effects that: are well documented and clearly presented supported by appropriate research meet production requirements ability to work effectively as a member of a production team effective verbal presentation skills.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the design of animation and digital visual effects for at least two projects access to project briefs on which designs can be based access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of designs for animation and visual effects documented by the candidate and their effectiveness in terms of meeting production requirements observation of a candidate presenting their designs to team members and explaining how it meets requirements.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBDES601A Manage design realisation BSBCRT501A Originate and develop concepts.

Range Statement

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.
Production documentation may include:	animatics brief script shot list storyboard technical specifications.
Design projects may include	animation and/or digital visual effects for: films television productions commercials/advertisements games e-learning resources websites mobile phones promotional/informational videos/DVDs digital simulations virtual worlds.
Factors may include:	audience/user availability of personnel availability of resources available budget complexity of project expectations of producers and/or directors intellectual property need to attract finance production schedule production values technical parameters, including: technology constraints console platform bandwidth memory/RAM HDTV timelines.
Relevant personnel may include:	animators clients. compositors designers director director of photography head of department producer supervisor technical director writers other technical/specialist personnel.
Research may include:	contacting historical or other special interest associations reading newspapers books and other reference material reading software manuals searching the internet talking and listening to experts watching documentary material.
Aspects of content may include:	cultural considerations historical period style of production: comic dramatic fantasy educational/instructive informational promotional.
Target audience characteristics may include:	computer literacy demographics, e.g.: age gender education occupation location cultural background hobbies interests internet literacy language, literacy and numeracy personas specific needs - physical or psychological.
Techniques may include:	2D animation 2D graphics and paint 3D models and animation compositing.
Design specifications may include:	content inventory diagrams flow charts illustrations maps models plans resource issues sample animation elements sketches storyboards technical drawings technical specifications video clips wire frames.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - animation and digital effects

Co-requisite units

Co-requisite units

CUFBRD301A Perform basic transmission operations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare material for transmission and to monitor and switch television or radio transmission signals. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The skills and knowledge described in this unit are applied in small-scale broadcasting facilities with minimal feeds and switches, for example, community radio and television stations or independent production houses that produce and supply content. Broadcast or transmission operators at this level arrange connections and links between external and internal sources, but on a limited basis. Other duties may include compilation and sequencing of content to match transmission schedules. While the role entails a degree of responsibility, broadcast operators at this level generally work under the supervision of a more experienced operator or enterprise manager. In a television context, they are often responsible for ingesting or recording source materials received in a range of formats and ensuring that these comply with transmission standards and specifications. These skills are covered in: CUFBRD303A Prepare video material for television transmission.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan transmission control resources	1. Prepare or review transmission schedules and ensure information is accurate in consultation with relevant operational and production personnel 2. Organise transmission control scheduling and prioritise resources according to production requirements 3. Liaise with relevant operational and production personnel to resolve conflicting issues, problems or required changes 4. Ensure communications are maintained with operational and production personnel, including originators of incoming and outgoing feeds where applicable 5. Check functionality of equipment required for transmission operations to ensure correct performance during transmission 6. Prepare and distribute documentation as required by enterprise procedures
Prepare materials for transmission	7. Receive incoming signals and arrange appropriate conversion according to enterprise protocols and standards 8. Measure signal parameters before and after conversion using appropriate testing equipment 9. Collate program components intended for transmission ensuring they are accurately identified, timed and sequenced in accordance with enterprise procedures 10. Insert appropriate time codes and cue points where applicable, ensuring breaks are scheduled and programmed correctly 11. Connect equipment and switch relevant feeds according to production requirements
Monitor incoming and outgoing transmissions	12. Assess technical quality of transmissions and feeds and identify from written or verbal instructions sequences of materials to be transmitted or recorded 13. Use appropriate equipment to verify that transmitting signals comply with specifications 14. Accurately diagnose nature and causes of faults and take appropriate actions to resolve them 15. Maintain communication with relevant operational and production personnel to facilitate efficient switching of up-links and down-links
Provide general technical support	16. Liaise with relevant operational and production personnel throughout and switch feeds into and out of transmission control as requested 17. Provide assessment of transmission levels and respond with correct information and documentation as applicable 18. Ensure appropriate back-up systems are available in the event of breakdowns or failures of equipment or line feeds 19. Retain contact with feed provider to ensure ongoing technical quality and delivery of required switching of up-links and down-links 20. Undertake safe working practices and monitor safety and security of work area and equipment

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: liaise with operational, production and client personnel deliver clear and viable communications between disparate centres and personnel, including the effective use of two-way communication devices demonstrate flexibility and reliability work collaboratively in a team environment liaise with relevant satellite and land-based service providers technical skills sufficient to: operate computer hardware and software in the context of transferring files between servers, archiving broadcast material and completing routine workplace documentation achieve accurate timing of switches and feeds assess quality of audio or vision signals and sources judge picture-to-sound synchronisation (television only) use communication systems to send and receive messages efficiently and effectively operate basic transmission control equipment problem solving skills sufficient to: check equipment is working to specifications identify problems and faults in equipment arrange basic maintenance requirements, e.g. functional testing self-management skills sufficient to: prioritise work tasks and meet deadlines seek expert assistance when problems arise literacy and numeracy skills sufficient to: compile and interpret transmission schedules and information interpret equipment specifications produce fault reports as required implement timings and switches according to transmission schedules accurately record durations of incoming and recorded source materials
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in broadcast operations and production types of programs, e.g. pre-recorded, live, commercials, sponsorship announcements sources of advice, information and technical support basic understanding of: radio or television delivery methods - cable, terrestrial, microwave, satellite satellite delivery systems, e.g. earth stations, up-links and down-links, transponders, satellite receiving dishes, satellite footprints the features and capabilities of radio or television broadcasting facilities and equipment characteristics of television standards - PAL, NTSC, SECAM (television only) familiarity with specific transmission operating equipment in use broadcast terminology OHS standards as they apply to working in broadcast operations

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential, in either a television or radio context: effective verbal communication with a range of individuals, including effective use of talkback/intercom communication devices collaborative approach to work attention to detail ability to work to deadlines television, e.g.: effective quality checking of vision and audio feeds ability to judge picture and sound distortion radio, e.g.: effective quality checking of audio feeds ability to judge sound distortion.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the monitoring of incoming and outgoing signals in a basic broadcast transmission facility on more than one occasion access to material to be prepared for broadcast access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of material prepared for transmission by the candidate observation of the candidate monitoring incoming and outgoing signals in a basic broadcast transmission facility written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFBRD303A Prepare video material for television transmission CUFPOS201A Perform basic vision and sound editing.

Range Statement

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.
Operational and production personnel may include:	editors head of department other specialist personnel presentation personnel presenters station manager supervisor technical personnel transmission operators video operators.
Resources may include:	audio and video recorders DVD/CD playback facilities incoming feeds outgoing feeds playback machines pre-recorded content, e.g. video, DAT servers test equipment.
Feeds may include:	analogue audio/video replay machines cable data digital fibre optics live-to-air broadcasts outside broadcast input/output pre-recorded material sound studio output/input vision vision and sound.
Equipment may include:	audio phase vector scope control panels digi-carts down-links from satellite fibre optics headset/microphone combination headsets intercom landlines microwave links noise and distortion meters open speaker oscilloscopes (scopes) servers, e.g. transmission, archival switchers talkback and two-way communication devices test tone generators up-links to satellite video/audio recorders video/audio replay machines VU and peak program meters waveform and picture monitor waveform monitors.
Documentation may be:	computer generated contact numbers equipment manuals fault reports in barcode format manually written network maps production information production schedules timelines traffic requirements transmission schedules.
Signals may include:	broadcasts from studios down-links from satellite internal lines landlines live-to-air broadcasts minimal multiple feeds pre-recorded material single feeds telephone lines up-links to satellite.
Conversion may include:	analogue aspect ratios, e.g. 4:3, 16:9 AVI compressed formats, e.g. MPEG2 DAB digital FM/AM HDTV DVD/CD MP3 NTSC OGG PAL WMA.
Signal parameters may include:	ATSC - Advanced Television Systems Committee, U.S audio signal, e.g.: frequency spectrum noise dynamic gain signal level DVB - Digital Video Broadcasting, Europe ISDB - Integrated Services Digital Broadcasting, Japan PAL/NTSC/SECAM video signal, e.g.: digital analogue colour accuracy differential gain/phase distortion colour bars horizontal/vertical scans frame rates interlacing.
Breaks may include:	advertisements community announcements insertion of live transmissions station promotions.
Production requirements may include:	events landline links live and pre-recorded radio broadcasts live and pre-recorded television broadcasts live feeds outside broadcasts satellite-linked interviews studio productions syndications test viewings.
Transmission sources may include:	analogue tape any digital media audio sources cameras character generators combination of vision and audio computer hard drive digital tape remote sources satellite feeds still stores tape machines, e.g. video and audio playback vision.
Faults may include:	blocking/pixellation cable faults colour degradation ghosting image tears impulsive noise line breakdown no audio no image picture distortion picture freeze picture out of synchronisation with sound satellite occlusions, e.g. thunderstorms signal interruptions sound distortion.
Feed providers may include:	archives businesses internet outside broadcasts post-production suites production houses program distributors radio stations studios - radio and television television stations.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - broadcasting

Co-requisite units

Co-requisite units

CUFBRD302A Provide production support for television productions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to assist producers and directors during production of television programs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Producers' assistants (PAs), also known as directors' assistants (DAs), apply the skills and knowledge described in this unit. Generally they work directly to a producer or director. They provide essential administrative, production and technical support in the lead-up to and recording of television productions. During actual production, producers' assistants generally call upcoming shots and cue required sources for standby and input. Usually they are well-organised, highly flexible individuals who possess a good overview of most facets of television production. The role is often a preliminary step towards becoming a producer, director or floor manager. More complex skills associated with the role of floor managers are covered in: CUFPPM405A Floor manage studio shoots.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for studio recording and operations	1. Discuss and assimilate full details of production requirements with relevant production personnel 2. Prepare script materials and other documentation in required format as directed by relevant production personnel and according to enterprise procedures 3. Copy and distribute required documentation to relevant production areas where applicable 4. Confirm bookings for facilities in sufficient time and liaise with artists and other resource providers to ensure they are briefed fully 5. Coordinate availability of production requirements and ensure script timings and durations are correct where applicable
Call shots and cue in sources during productions	6. Advise relevant production personnel of production requirements and of changes to previous directions 7. Ensure relevant production personnel are familiar with cueing and cueing procedures to be used during productions 8. Give cues on time to meet production requirements and in a manner enabling relevant personnel to act accordingly 9. Cue visual and audio sources and communicate with relevant production personnel to ensure they meet production requirements 10. Call shots as they happen to meet production requirements, and physically roll pre-recorded items as required 11. Time durations and pre-recorded items, including compilations and retakes, and make calculation in hours, minutes and seconds
Arrange post-production requirements	12. Note script changes from original and produce accompanying documentation according to enterprise procedures 13. Ensure materials are properly identified, described and labelled to facilitate post-production activities 14. File relevant documentation and complete outstanding administrative or clerical matters to achieve closure on production

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and organisational skills sufficient to: liaise with relevant production personnel, e.g. editors, directors, station managers understand and carry out instructions and creative directions as required prepare relevant documentation and production information call shots and cues clearly using intercoms and talkback facilities during production communicate effectively on the telephone and with two-way communication devices assist with securing copyright clearances technical skills sufficient to: use standard word processing, database and spreadsheet applications in the context of providing production support apply relevant file management protocols across a range of operating systems use intercom and two-way communication devices to send and receive messages efficiently and effectively initiative and enterprise in the context of being flexible and dealing with the unexpected during productions literacy and numeracy sufficient to: undertake a range of administrative and clerical duties interpret production schedules, scripts, running sheets accurately record timings and durations of production components provide information on expenditure against budgets self-management skills sufficient to: prioritise work tasks work under pressure and meet deadlines make decisions within level of own responsibility seek expert assistance when problems arise
Required knowledge
industry knowledge, including: functions of technical areas, e.g. sound, lighting, camera, video operations roles and responsibilities of personnel in broadcast operations and production understanding of the artistic and technical elements of a production broadcast terminology OHS standards as they apply to working in broadcast operations and working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: preparation of production support material for television productions ability to give and follow directions precisely during productions collaborative approach to work ability to work to deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to actual or simulated production situations interaction with producers/directors and crew involved in productions intended for broadcast access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of material prepared for productions by the candidate observation of the candidate calling shots and cueing in sources during productions written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM301A Plan and prepare programs.

Range Statement

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.
Production requirements may include:	attributions audience budget capabilities of the studio confidentiality content contractual copyright deadlines direct quotes duration intellectual property interviews location props purpose schedule sets style wardrobe.
Production personnel may include:	audience camera personnel design personnel director floor manager general public lighting personnel performers, e.g.: cast presenters contestants extras producer production personnel sound personnel studio personnel technical director technical producer other technical personnel.
Documentation may include:	booking sheets and confirmations budget reports cast information contact sheets copyright clearances running sheets schedules scripts and ancillary information, e.g.: shot descriptions shot numbers camera numbers cue information lighting cues videotape track information graphics or digital effects information durations timings.
Production areas may include:	accounts/dispatch audio booths graphics interactive media programmers lighting operators master control outside broadcasts post-production suites remote camera position sound suites/desks studio video operations.
Facilities may include:	audio facilities cameras computer equipment graphics headsets hired venues office facilities outside broadcast post-production suites replay machines, e.g. DVD players still stores storage servers studio talkback intercoms transport two-way communication systems video equipment.
Productions may include:	arts programs children's programs documentary style programs dramas game shows interview and forum programs lifestyle programs news and current affairs programs outside broadcasts, e.g. sporting events sport programs variety programs youth programs.
Cues may include:	camera, video stand-by ready calls script references by number stand-bys talkback with floor manager time calls.
Call shots may include:	countdowns first and last words spoken hand signals stand-bys, e.g. stand by to roll or record time calls verbal visual, e.g. torch.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - broadcasting

Co-requisite units

Co-requisite units

CUFBRD303A Prepare video material for television transmission

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare digital video material for television transmission. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Ingest operators and video operators apply the skills and knowledge described in this unit. Operators in this context generally work in organisations such as small production houses or community television stations. They work at the front end of video operations, handling video content from source to required digital formats. They are familiar with a reasonable range of video recording, conversion and replay equipment and facilities. They need to be competent with the use of computer technologies and have organisational skills and a good eye detail. Skills associated with this role in more complex broadcasting facilities are covered in: CUFBRD401A Coordinate television transmission operations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare to ingest video materials	1. Liaise with relevant production personnel to confirm written documentation or verbal instructions for treatment of source materials 2. Ensure source materials are clearly identified, labelled and in a format compatible with available equipment 3. Set up and test equipment according to specified standards as required to meet source materials criteria 4. Report faults or problems and arrange for maintenance where applicable 5. Ensure destination media is prepared correctly and ready to receive inputs, including set-up of equipment signals 6. Handle source materials and destination media with care to avoid damage throughout the production process
Ingest and convert video materials	7. Test that source materials are appropriate to the input of equipment, including standard converter parameters 8. Load and ingest source materials using correct equipment and transfer to required destination media in correct sequence 9. Apply appropriate conversions to source materials to achieve required formats, ensuring time codes and cue points are set to synchronise with equipment where applicable 10. If necessary, select, add or alter appropriate time code and cue points that meet technical and transmission requirements 11. Monitor transfers and recordings to ensure they meet required quality and technical requirements and establish cue points if required 12. Check that the destination media is in suitable condition, of suitable length and on appropriate format for recording
Assist with production activity	13. Undertake additional transfers, dubs or copies of materials as required and save in required location 14. Assist in switching video sources live to air under direction of relevant production personnel 15. Undertake editing of materials as required in close consultation with relevant production personnel 16. Author materials to a range of formats for distribution to clients and relevant production personnel 17. Complete documentation and distribute to relevant production personnel, including originals or reformatted versions of source materials where applicable
Document and dispatch recorded material	18. Archive materials as instructed and transfer to appropriate archival format according to enterprise procedures 19. Undertake accurate labelling and logging of materials and check for faults 20. Return source and other materials to originators or owners in accordance with enterprise procedures 21. Review and reflect on performance and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and organisational skills sufficient to: liaise with relevant production personnel, e.g. editors, directors, station managers understand and carry out instructions complete relevant workplace documentation use intercom and talkback facilities during operations technical skills sufficient to: check and operate specific recording equipment handle video materials safely use computer systems to capture, record and convert material for broadcast and for other purposes, such as EDLs, DLS, time codes judge picture-to-sound synchronisation undertake basic maintenance of recording devices, e.g. cleaning of tape path and functional testing self-management skills sufficient to: prioritise work tasks meet deadlines make decisions within level of own responsibility seek expert assistance when problems arise literacy and numeracy skills sufficient to: undertake a range of routine administrative and clerical duties interpret equipment specifications interpret production schedules, scripts, running sheets accurately record timings and durations of production components
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in broadcast operations and production types of programs, e.g. pre-recorded, live, commercials, sponsorship announcements sources of advice, information and technical support empathy with artistic and technical elements of productions broadcast terminology basic understanding of the characteristics of television standards - PAL, NTSC, SECAM compression codecs and encoders relevant file management protocols across a range of operating systems OHS standards as they apply to working in broadcast operations

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: video material prepared for broadcast that: demonstrates an ability to judge picture-to-sound synchronisation meets production requirements collaborative approach to work ability to work to deadlines.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the preparation of a range of video material for television transmission access to material to be prepared for broadcast access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of video material prepared for transmission by the candidate written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFGMT301A Repair and maintain production equipment CUFPOS201A Perform basic vision and sound editing.

Range Statement

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.
Production personnel may include:	camera operator editor floor manager head of department master control news editor presentation operators producer/director station manager supervisor tape editor tape library personnel tape operators technical director transmission operators other technical/specialist personnel.
Documentation may include:	barcode format computer generated cue sheets equipment manuals fault reports logging sheets manually generated schedules, e.g.: production transmission timelines scripts tape information sheets.
Treatment of source materials may include:	archiving audio balance, e.g. noise authoring, e.g. DVD colour balance compression dubs ingestion transfers.
Source materials may include:	archival footage camera tapes captions DVD/CD sources external feeds, e.g. satellite feed graphics studio recordings titles.
Equipment may include:	aspect ratio and AR-correction computer hard drives disk players, e.g. DVD/CD monitors non-linear editing systems, e.g. G5 +, Final Cut Pro, Avid playback facility, e.g. EVS servers, e.g. transmission, archival talkback/two-way communication devices test equipment video/audio recorders video/audio replay machines.
Faults may include:	aspect ratio and AR-correction blocking/pixellation cable faults colour degradation data entry errors ghosting image tears line breakdown machine breakdown picture distortion picture freeze picture out of synchronisation with sound sound distortion tape machine faults.
Destination media may include:	computer hard drive (internal/external) DAT Digi-cart DVD/CD iPod mobiles non-linear editing systems, e.g. Avid PDA servers tape, e.g. digi-Beta, mini DVC video/audio recorders.
Equipment signals may include:	black levels burst phase chrominance gain colour balance colour bars luminance test patterns tone.
Converter parameters may include:	bit rates channel frequency.
Conversions may include:	AIFF containers, e.g.: AVI QuickTime Real converter parameters, e.g.: frequency channel bit rates HD-TV kine MIDI MP3 MPEG-1, 2, 4 OGG PAL to NTSC/SECAM WAV WMA WMV.
Formats may include:	analogue analogue tape, e.g. Beta SP audio, e.g. DAT CD computer computer hard drive, e.g. server digital digital tape, e.g. digital Beta, mini DV, digi-cart disk DVD.
Time codes may include:	burned-in code CTL edge code/number keyed-in code MIDI (MTC) SMPTE/EBU, e.g. VITC, LTC.
Transfers and recordings may include:	dubs and copies, e.g.: tape to tape tape to disk disk to disk hard drive to iPod switch live to air.
Quality and technical requirements may include:	audio levels, e.g.: mono stereo audio/vision balance closed captions compression ratios/codecs NTSC PAL SECAM vision, e.g.: colour balance black levels luminance aspect ratios, e.g. 4:3, 16:9.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - broadcasting

Co-requisite units

Co-requisite units

CUFBRD401A Coordinate television transmission operations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to operate video recording devices for television transmission. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Video operators apply the skills and knowledge described in this unit. Even though they may work directly to a supervisor, they frequently carry a high level of responsibility for their own activities and are often responsible for supervising others. Teamwork is, therefore, an essential component of the job. Duties include preparation and set-up of video equipment, management of video recordings and maintaining the technical quality of vision and audio signals. Video operators need to be proficient in the use of test equipment and the functional application of technical standards. Other specific skills include the ability to dub, transfer and edit content for transmission and production purposes. Skills associated with editing at this level are covered in: CUFPOS401A Edit screen content for fast turnaround.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Set up for video recording	1. Liaise with relevant production personnel to confirm production and transmission requirements and ensure accuracy of relevant documentation 2. Note timelines for production and transmission requirements and implement strategies and procedures to meet deadlines 3. Identify and note specific instructions relating to addition of time codes, durations and cue points 4. Ensure equipment is compatible with designated video formats and undertake conversions of source materials as required 5. Contribute creative solutions to enhance best outcomes for productions and transmissions 6. Align, connect and prepare equipment consistent with recording protocols, test for faults and take necessary steps to resolve where necessary
Capture and monitor feeds	7. Select or liaise with master control to access required feeds for recording broadcast materials and patch to appropriate equipment 8. Record broadcast material as identified by production or transmission schedules or as advised by relevant production personnel 9. Arrange ingestion of pre-recorded materials required from other sources, including insertion of time codes where applicable 10. Monitor and adjust quality of vision and audio feeds against technical standards for relevant enterprise 11. Liaise with relevant production areas during recording sessions to request changes to feeds and to advise of problems with quality of feeds 12. Select required stock and consumables and ensure that supplies are sufficient to meet recording schedule needs 13. Select and set time code type to meet post-production requirements and ensure time code is set to synchronise with other equipment where necessary 14. Complete required video operations and store materials in logical sequence to facilitate production requirements
Replay for transmission and production	15. Review production or transmission documentation in collaboration with relevant production and transmission personnel to verify production and transmission requirements 16. Ensure nominated replay segments are identified, labelled and stored in sequence and complete documentation according to enterprise procedures 17. Cue tapes and recordings accurately according to transmission and production requirements 18. Set replay parameters accurately and respond promptly to replay directions from relevant transmission or production personnel 19. Record and rewind instant replays where applicable and in accordance with production and transmission requirements 20. Maintain close monitoring of incoming and outgoing signals and adjust as needed
Finalise video operations	21. Finalise documentation and distribute to relevant production and transmission personnel according to enterprise procedures 22. Dub duplicate recordings to designated media format for back-up or archival purposes according to enterprise procedures 23. Ensure equipment remains in good working order, arrange for faults to be repaired and leave workplace in original or improved state 24. Review and reflect on performance and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and organisational skills sufficient to: liaise with relevant production personnel, e.g. technical operators, directors, producers supervise effectively members of a video operations team plan and schedule relevant aspects of video processes organise television and interactive media content logically and accurately utilise relevant file management protocols for specified operating systems technical skills sufficient to: use computer systems to capture, record and convert material for broadcast and for other purposes, such as EDLs, DLS, time codes work in both non-linear and linear configurations identify aspect ratio judge picture-to-sound synchronisation check and test that equipment is working to specifications use intercom and two-way communication devices to send and receive messages efficiently and effectively initiative and enterprise in the context of achieving creative outcomes within technical constraints self-management skills sufficient to: prioritise work tasks work calmly under pressure and to tight deadlines make decisions within level of own responsibility seek expert assistance when problems arise literacy and numeracy skills sufficient to: interpret scripts and other relevant documentation prepare and write reports document, log and file source and recorded/edited materials implement and record time codes and copies
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in broadcast operations and production understanding of the characteristics of television standards, e.g.PAL, NTSC,SECAM basic understanding of television broadcast systems and transmission facilities nature, function and limitations of video recording equipment and materials nature and purpose of test signals and selection of tape types sources of advice, information, and technical support broadcast terminology issues and challenges that arise in the context of coordinating television transmission operations concept and judgement of image and audio broadcast quality video library procedures and protocols tape handling and care methodologies compression codecs and encoders file management protocols across a range of operating systems OHS standards as they apply to working in broadcast operations

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: efficient capturing of material for broadcast ability to monitor quality of audio and video feeds according to production requirements collaborative approach to work, including effective team leadership correct interpretation of production schedules/instructions ability to judge picture-to-sound synchronisation.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the coordination of television transmission operations access to material to be prepared for broadcast access to broadcasting facilities access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a selection of material prepared for transmission by the candidate observation of the candidate coordinating transmission operations on the job written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFBRD402A Vision mix television productions CUFBRD403A Transfer film to digital formats CUFPOS401A Edit screen content for fast turnaround.

Range Statement

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.
Relevant production personnel may include:	editors floor manager head of department library personnel master control operators master control/master control operators news editors presentation operators producers specialist personnel station manager supervisor tape operators technical personnel transmission operators.
Production and transmission requirements may include:	action replays back-ups compiles dubs/copying, e.g.: copying from tape to tape in the same format copying from a source tape in one format to a destination tape in another format, e.g. from analogue to digital copying from a tape to disk copying from tape to computer hard drive edits recordings replays transfers.
Documentation may include:	barcode format computer generated cue sheets enterprise procedure manuals equipment manuals fault reports logging sheets manually generated schedules, e.g. production, transmission scripts tape information sheets.
Productions may include:	advertisements community announcements live events outside broadcasts pre-recorded programs promotions studio productions.
Time codes may include:	burned-in code CTL edge code/number keyed-in code MIDI (MTC) SMPTE/EBU, e.g. VITC, LTC.
Equipment may include:	audio phase vector scope CCUs colour monitors computer hard drives computers control panels digi-carts disk players, e.g. DVD/CD down-links from satellite fibre optics frame stores/still stores landlines microwave links mobile phones noise and distortion meters oscilloscopes (scopes) playback facility, e.g. EVS servers, e.g. transmission, archival switchers talkback/two-way communication devices test tone generators up-links to satellite UPS (uninterrupted power supply) video/audio recorders video/audio replay machines VU and peak program meters waveform and picture monitors.
Video formats may include:	analogue, e.g.: Betacam SP VHS Digital8 U-Matic computer hard drive/server digital media, e.g.: digi Beta DVCPRO Mini-DV DVCAM Digi-cart.
Conversion may include:	AIFF AVI HDTV kine MIDI MP3 MPEG-1, 2, 4 OGG PAL to NTSC/SECAM WAV WMA WMV.
Source materials may include:	analogue tape any digital media digital tape direct live feeds pre-recorded tapes, e.g. audio, vision program content promotions/advertisements.
Recording protocols may include:	aspect ratios, e.g. 4:3, 16:9 audio levels, e.g. mono, stereo black levels burst phase chrominance gain closed captions colour balance colour bars compression ratios/codecs Dolby sound loss/lossless luminance television standards: PAL NTSC SECAM/MESCAM test patterns tone.
Faults may include:	blocking/pixellation cable faults colour degradation data entry errors ghosting image tears impulsive noise line breakdown link fades machine breakdown overruns picture distortion picture freeze picture out of synchronisation with sound power or transmission signal loss satellite occlusions, e.g. thunderstorms sound distortion tape machine faults.
Feeds may include:	analogue audio/video replay machines cable data digital fibre optics landline live-to-air broadcasts master control multiple feeds outside broadcast input/output pre-recorded material satellite single feeds sound studio studio output/input vision vision and sound.
Consumables may include:	cleaning materials disks, e.g. DVDR/CD-RW, DAT labels spare parts, e.g. recorder heads tapes, e.g. video, audio.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - broadcasting

Co-requisite units

Co-requisite units

CUFBRD402A Vision mix television productions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to vision mix television productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Vision mixers apply the skills and knowledge described in this unit. They work closely with, and often but not always, under the direction of a director or producer. Vision mixers operate in a multi-source environment from a studio control room or an outside broadcast van. They carry responsibility for creating required composite images, transitions and effects for television productions. Productions utilising the skills of vision mixers are often live. They can include variety, music, comedy, drama, news, sport, current affairs, live events broadcasts (e.g. concerts, New Year's Eve celebrations), children's programs, lifestyle productions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare a script or production schedule for vision mixing	1. Liaise with relevant production personnel to confirm production requirements and recommend creative solutions where appropriate 2. Analyse production requirements to determine quantity, nature and style of effects and processes 3. Mark known effects and processes on production documentation according to enterprise procedures and confirm accuracy with relevant production personnel 4. Prepare contingency plans for unscripted effects and processes that may arise during recording of productions in consultation with director or producer 5. Contribute to creative process as required and explore potential for creating original ideas and proposals
Set up for vision mixing	6. Select vision mixing methods to achieve creative and technical output for productions 7. Negotiate alternative strategies with relevant production personnel where designated effects and processes are beyond the capability of available equipment 8. Check that identified effects and processes are fully functional and monitors are working within specifications 9. Check and assign or route required vision sources so they are accessible on the vision mixing unit and can be previewed on monitoring equipment 10. Identify and note key reference points and complexities requiring special attention during production 11. Ensure equipment is tested and confirm it is capable of meeting production requirements
Mix vision	12. Ensure that actions throughout productions are correctly identified on scripts or production schedules 13. Communicate with relevant production personnel throughout the mixing process to achieve the desired effect 14. If appropriate, preview sources throughout the production process and put to air on cue 15. Respond promptly to cues received from relevant production personnel and ensure consistency of timing 16. Perform planned transitions between vision sources, reassign sources as and when required, and perform effects transitions to ensure production requirements are met 17. Assign effects and processes to appropriate storage device 18. React to equipment failure by applying alternative effects and processes as necessary 19. Monitor quality of creative and technical output during productions

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and organisational skills sufficient to: liaise with relevant production personnel plan and schedule relevant aspects of video mixing processes communicate effectively and efficiently using two-way communication devices organise television and interactive media content logically and accurately utilise relevant file management protocols for specified operating systems initiative and enterprise in the context of: achieving creative outcomes within technical constraints visualising and interpreting creative concepts responding appropriately and effectively in unanticipated situations technical skills sufficient to: operate specific vision mixing equipment work in both non-linear and linear configurations judge picture-to-sound synchronisation check and test that equipment is working to specifications undertake basic maintenance of a range of mixing devices and equipment self-management skills sufficient to: prioritise work tasks work calmly under pressure and to tight deadlines make decisions within level of own responsibility seek expert assistance when problems arise literacy and numeracy skills sufficient to: interpret scripts and other relevant documentation, e.g. equipment specifications prepare and write reports document, log and file source materials, e.g. composites, video digital effects record durations of sequences and measure timings for transitions and effects
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in broadcast operations and production basic understanding of the characteristics of television standards, e.g. PAL, NTSC, SECAM basic understanding of television broadcast systems and transmission facilities nature, function and limitations of video mixers nature and purpose of test signals sources of advice, information, and technical support issues and challenges that arise in the context of vision mixing television productions broadcast terminology concept and judgement of image and audio broadcast quality OHS standards as they apply to working in broadcast operations

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: correct interpretation of pre-production documentation to meet vision mixing requirements collaborative approach to work ability to mix a range of vision inputs according to production requirements.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through a range of vision mixing tasks in a television production environment access to broadcasting facilities access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a selection of television programs for which the candidate mixed the vision observation of the candidate in a vision mixing role written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process.

Range Statement

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.
Production requirements may include:	back-ups blue screen/green screen compiles deadlines edits production style production type recordings replays retakes schedules transfers.
Effects and processes may include:	backgrounds borders captions digital video effects dissolves drop shadows fades jump cuts keys - chroma and external linear and non-linear moves mattes mixes picture composites reveals split screens stills/graphics titles transitions tumbles wipes zooms.
Documentation may include:	computer generated cue sheets enterprise procedure manuals equipment manuals fault reports information sheets logging sheets manually generated schedules, e.g. production, transmission scripts.
Production personnel may include:	camera personnel director floor manager graphics personnel lighting personnel producer sound personnel special effects personnel technical director/producer video operators other technical personnel, e.g. maintenance.
Productions may include:	live-to-air live-to-tape news and current affairs programs pre-recorded sport programs variety programs.
Creative and technical output may include:	artistic style audio levels, e.g. mono, stereo black levels burst phase chrominance gain colour balance colour bars luminance quality of image and sound rhythm timings tone.
Equipment may include:	monitors still stores talkback facility - intercom vision mixers, e.g.: key bus hot bus auto buttons downstream key chroma key luma key matte key T-bar.
Sources may include:	cameras character generator local feed overseas camera feed pre-recorded video material satellite feed stills.
Cues may include:	by hand signal computer automated cues countdowns ready calls roll cues, e.g. roll tape script references stand-by cues talkback with floor manager time calls verbal written messages.
Storage may include on:	computer hard drive disks servers videotape.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - broadcasting

Co-requisite units

Co-requisite units

CUFBRD403A Transfer film to digital formats

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to transfer film footage into a format suitable for television transmission. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The skills and knowledge outlined in this unit apply to telecine operators involved predominantly in the transfer of film to digital formats. They require a good knowledge of film gauges and their different properties. They need to be proficient in the use of telecine equipment in all of its current forms and should be familiar with a range of digital formats for recording telecine outputs. In addition, they are required to grade film for colour and transfer film to digital media. Generally, telecine operators work for production houses specialising in film-to-digital transfers, film archive organisations and television stations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for transfer and recording	1. Receive and interpret verbal or written instructions to determine transfer requirements for source film 2. Select appropriate telecine equipment and ancillaries to perform transfers of film to required media 3. Clean telecine equipment and film thoroughly prior to commencing transfer operations using appropriate cleaning techniques 4. Handle film with care to avoid damage throughout transfer process using appropriate protective gloves 5. Attach appropriate leaders and spacing and inspect film for obvious physical faults
Transfer and record film	6. Load film onto telecine equipment correctly and ensure destination equipment is aligned for correct aspect ratio and signal 7. Transfer film accurately and correctly to selected recording media, ensuring image and sound are synchronised 8. Ensure that the racking and framing of film images is accurate according to instructions and requirements 9. Ensure that editing is frame accurate according to instructions and requirements 10. Liaise with relevant production personnel about media requirements and compatibility with available equipment 11. Discuss technical issues and perceived transfer problems with relevant production personnel and provide solutions where applicable
Finalise work operations	12. Complete documentation and distribute with recorded media to relevant production personnel according to enterprise procedures 13. Complete fault reports in accordance with enterprise procedures 14. Return source film to the source location, in accordance with enterprise procedures 15. Review and reflect on own performance and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and organisational skills sufficient to: liaise with relevant production personnel, e.g. directors, producers understand and carry out instructions as required prepare relevant documentation and production information technical skills sufficient to: digitise pre-recorded content, e.g. film, analogue video convert source material from one file format to another, e.g. NTSC to PAL judge picture-to-sound synchronisation operate telecine equipment, including checking that it is working to specifications undertake basic maintenance of equipment, e.g. cleaning of film and tape paths self-management skills sufficient to: prioritise work tasks work calmly under pressure and to tight deadlines make decisions within level of own responsibility seek expert assistance when problems arise literacy and numeracy skills sufficient to: interpret instructions and other relevant documentation, e.g. equipment specifications interpret basic calculations, e.g. aspect ratios, frame rates document, log and file source and recorded/edited materials implement and record time codes and copies
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in broadcast operations and production sound understanding of the characteristics of television standards, e.g. PAL, NTSC, SECAM basic understanding of television broadcast systems and transmission facilities sources of advice, information, and technical support nature, function and limitations of video recording equipment and materials nature and purpose of test signals selection of tape types broadcast terminology issues and challenges that arise in the context of transferring film to digital formats concept and judgement of image and audio broadcast quality film library procedures and protocols film and tape/disk handling and care methodologies compression codecs and encoders OHS standards as they apply to working in broadcast operations

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: correct interpretation of production schedules/instructions efficient operation of telecine equipment ability to judge picture-to-sound synchronisation ability to assess colour corrections collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the transfer of film to digital formats access to material to be prepared for broadcast access to telecine equipment access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of film material transferred to digital formats by the candidate to determine whether it meets production requirements written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFBRD401A Coordinate television transmission operations CUFPOS401A Edit screen content for fast turnaround CUFPOS403A Colour grade moving images.

Range Statement

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.
Film may include:	film of any gauge, e.g.: 8 mm Hi-8 16 mm Super 16 35 mm 70 mm.
Telecine equipment and ancillaries may include:	colour control systems colour correctors digital filters down conversion, e.g. HD flat-bed scanners motion trackers telecine machines, e.g. Cintel.
Media may include:	analogue digital media, e.g.: DVD CD iPod mini-DV digital tape kine film.
Cleaning techniques may be:	hand cleaning machine cleaning, e.g.: rotating hair brushes rotating velvet brushes rotating chamois or cloth buffs fixed rubber squeegees.
Faults may include:	audio/film out of sync bad splices base or emulsion separation dirt equipment failure fogging loss of image, focus and colour oxidation scratches sprocket damage tape damage warping.
Destination equipment may include:	computer hard drives DVD, CD recorders non-linear editing machines, e.g. MAC G5, Avid servers videotape machines.
Aspect ratios and signals may include:	ratios, e.g.: 4:3 (1.33:1) 16:9 (1.78:1) letterbox pan and scan anamorphic prints signals, e.g.: NTSC PAL SECAM.
Frame may include:	frame lines frame size, e.g. 35 mm = 22mm x 16 mm frame view on projection object in frame single frame.
Production personnel may include:	editors head of department laboratory technicians master control supervisor tape library personnel tape operators technical director.
Technical issues may include:	colour grade, e.g.: colour balance colour correction colour density colour temperature effects primary colour secondary colour frame rates, e.g.: 24 fps (film) 30 fps (sound) video vs. film variables resolution down convert signals standard definition video synchronisation.
Documentation may include:	can labels computer generated deadline details desired density of colour job card/job sheet job code, title and client details manually written mood requirements production schedule roll numbers stock type.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - broadcasting

Co-requisite units

Co-requisite units

CUFBRD501A Operate master control

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to monitor and switch incoming and outgoing television or radio transmission signals using master or network control equipment. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The skills and knowledge outlined in this unit apply to senior operators working in large-scale or network broadcasting facilities. Master control is where traffic flows of incoming and outgoing signals are managed, monitored and assessed. Consequently, senior broadcast or transmission operators working in master control are expected to manage complex operational activities incorporating a high level of responsibility, including the management of a broadcast operations team. Specifically they evaluate multiple sources of incoming and outgoing data to and from master control. They are required to assign signals of vision, sound and data to appropriate external and internal destinations. In addition, they need to ensure that the best technical quality of program sources and signals is achieved, which may involve workarounds when faults or equipment failures occur.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan master or network control resources	1. Analyse production and transmission requirements to determine overall master or network control requirements 2. Ensure schedule information is accurate and resolve identified problems in close collaboration with relevant operational and production personnel 3. Ensure access to required input and output feeds are available to meet transmission and production requirements in accordance with available equipment and signal pathways 4. Communicate with relevant operational and production personnel on a needs basis and in sufficient time to resolve potential issues, problems and required changes 5. Suggest creative and technical solutions to complex situations in collaboration with relevant operational and production personnel
Schedule feeds and equipment requests	6. Organise appropriate line connections and switching for incoming and outgoing feeds according to transmission and production requirements 7. Ensure that equipment is connected according to transmission and production requirements and that it is in good working order 8. Measure signal parameters before and after conversion to ensure converted product meets required standards 9. Switch feeds and up-links and down-links as required according to production and transmission requirements 10. Complete workplace documentation as required and in accordance with enterprise protocols
Monitor incoming and outgoing feeds	11. Check that feeds are correct and of a suitable quality to meet required technical standards of the enterprise 12. Use appropriate equipment to verify that signals are operating within required specifications, and that there is no distortion 13. Accurately diagnose nature and causes of faults and problems and take appropriate actions to resolve them 14. Adjust systems as needed to ensure signals are within specification and utilising appropriate reference test signals 15. Communicate with feed providers to maintain required technical quality of material and provide solutions to overcome operational issues as needed 16. Maintain contact with relevant feed providers to facilitate efficient switching of up-links and down-links
Provide general technical and operational support	17. Liaise with relevant operational personnel throughout production or transmission processes to provide required feed switches 18. Provide assessment of transmission levels and advise relevant operational personnel of problems with the quality of the feeds 19. Switch feeds into and out of master control as requested by relevant operational and production personnel and ensure appropriate communications are maintained at all times 20. Where appropriate, ensure that incoming signals are recorded or ingested to required formats, including delivery to relevant transmission and production destinations 21. Organise alternate fail-safe and back-up signal paths in the event of breakdowns or failures of designated prime sources 22. Identify and diagnose problems with equipment and take action to remedy or refer to maintenance crew for resolution

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: liaise with a wide range of operational, production and client personnel deliver clear and viable communication between disparate centres and personnel, including effective use of two-way communication devices negotiate solutions to problems and conflicts manage a team of operational personnel self-management and planning skills in the context of: working under pressure and to tight deadlines scheduling and planning complex transmission activities managing work calmly and effectively to achieve goals and results addressing and solving problems in a timely and collaborative manner technical skills sufficient to: operate specific master control operating equipment achieve accurate timing of switches and feeds assess quality of audio and vision signals and sources judge picture-to-sound synchronisation check equipment is working to specifications diagnose problems and faults in equipment and undertake basic maintenance requirements, e.g. functional testing initiative and enterprise in the context of demonstrating: original and innovative approaches in the use and organisation of transmission facilities flexibility and reliability learning skills in the context of keeping up to date with technological changes affecting master control operations literacy and numeracy skills sufficient to: interpret written and computerised information, e.g. schedules, resource allocation complete workplace documentation and reports interpret and manage allocated budgets note, calculate and implement specific timings for transmissions and production needs
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in broadcast operations and production sound understanding of the characteristics of television standards, e.g. PAL, NTSC, SECAM, DVB sound understanding of radio or television broadcast systems and transmission facilities sound understanding of the features and capabilities of satellite delivery equipment: earth stations, up-links, transponders, satellite receiving dishes, satellite footprints sound understanding of radio or television delivery methods: cable, terrestrial, microwave, satellite understanding of technical and artistic elements involved in production sources of advice, information and technical support issues and challenges that arise in the context of operating complex master control facilities concept and judgement of image and audio broadcast quality OHS standards as they apply to working in broadcast operations

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: correct interpretation of transmission schedules accurate and timely switching of feeds according to production and transmission requirements ability to check quality of vision and/or sound feeds collaborative approach to work, including the ability to supervise team members effective verbal communication with a range of individuals, including use of talkback/intercom communication devices.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through directing incoming and outgoing signals according to real or simulated schedules access to a range of complex master control equipment used in broadcasting facilities access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate operating master control in a large-scale or network broadcast facility written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWOR502A Ensure team effectiveness.

Range Statement

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.
Production and transmission requirements may include:	action replays back-ups compiles dubs/copying, e.g.: copying from tape to tape in the same format copying from a source tape in one format to a destination tape in another format, e.g. from analogue to digital copying from a tape to disk copying from tape to computer hard drive edits recordings replays transfers.
Operational and production personnel may include:	camera operators editors floor manager head of department ingest operators news editor presentation operators producer technical/specialist personnel station manager supervisor tape operators technical director transmission operators.
Feeds may include:	analogue audio/video replay machines cable data digital fibre optics live-to-air broadcasts multiple feeds outside broadcast input/output pre-recorded material single feeds sound studio output/input vision vision and sound.
Equipment may include:	audio phase vector scope CCUs colour monitors control panels digi-carts down-links from satellite fibre optics frame stores/still stores landlines microwave links noise and distortion meters oscilloscopes (scopes) servers, e.g. transmission, archival switchers talkback/two-way communication devices test tone generators up-links to satellite UPS (uninterrupted power supply) video/audio recorders video/audio replay machines VU and peak program meters waveform and picture monitor waveform monitors.
Signals may include:	analogue audio combination of vision and audio data digital NTSC PAL SECAM test signals vision.
Conversion may include:	analogue aspect ratios, e.g. 4:3, 16:9 AVI compressed formats, e.g. MPEG2 DAB digital FM/AM HDTV DVD/CD MP3 NTSC OGG PAL WMA.
Documentation may include:	budget information computer generated contact numbers equipment manuals fault reports in barcode format manually written network maps production information production schedules timelines traffic requirements transmission schedules.
Faults and problems may include:	blocking/pixellation cable faults colour degradation data entry errors ghosting image tears impulsive noise line breakdown link fades machine breakdown overruns picture distortion picture freeze picture out of synchronisation with sound power or transmission signal loss satellite occlusions, e.g. thunderstorms sound distortion tape machine faults.
Feed providers may include:	archival organisations clients, e.g. channel owners outside broadcast productions private operators program distributors radio stations studio productions television stations.
Transmission and production destinations may include:	audio suites design department homes outside broadcast point to point, e.g. live satellite interviews post-production suites, e.g. Dolby suites, editing suites presentation booths schedule monitors studio syndication stations.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - broadcasting

Co-requisite units

Co-requisite units

CUFBRT401A Install or upgrade broadcast equipment and facilities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to install or upgrade broadcasting equipment and facilities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Broadcast technicians or technologists apply the skills and knowledge described in this unit. Although they work under the direction of a senior technologist or broadcast engineer, they are expected to work with minimum supervision and may, on occasions, be responsible for supervising others. This unit covers the installation or upgrading of equipment in television and/or radio studios. The scope of work varies from installing or upgrading a single piece of equipment to installation of a whole studio or facility. Skills associated with the maintenance of equipment and facilities are covered in: CUFBRT402A Maintain broadcasting facilities and equipment CUFBRT403A Ensure quality of broadcast output.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for installation	1. In consultation with relevant personnel, confirm installation requirements with reference to system drawings and specifications 2. Seek out additional information where there are gaps or deficiencies in specifications 3. Report problems with specifications in accordance with enterprise procedures 4. Identify the requirements and impact of existing equipment and new equipment to be installed 5. Power up and run performance tests to systems prior to installation 6. Test cabling and ensure it is working to required specifications and for required capacity 7. Test transmission for signal quality 8. Check tools and equipment to ensure they are in safe working order and adjusted to manufacturer specifications
Install or upgrade equipment	9. Install equipment in accordance with specifications and timelines, and in a manner that is safe for the installer and the user. 10. Place, secure and terminate a range of cables, as required, ensuring cable support is sufficient 11. Organise and monitor cabling and equipment to ensure compliance with regulatory and industry standards 12. Ensure that interruption to existing service is only to the extent agreed with the customer/client 13. Connect equipment into the broadcast system using the appropriate type of connection and connectors 14. Accurately test the system performance and ensure valid results 15. Check that equipment is operational and make adjustments to equipment 16. Report instances of equipment non-compliance or malfunction in accordance with enterprise procedures 17. Check and update technical drawings and other documentation requiring change 18. Identify certification requirements to ensure tests and recording of results are relevant
Program system features	19. Install the program in accordance with system specifications 20. Ensure system functionality matches customer/client requirements 21. Save program data and record for later use 22. Leave job specifications on site in a secure but accessible location
Clean up worksite	23. Clean and adjust tools and equipment and store in a secure but accessible location 24. Remove installation waste and debris from worksite and dispose of in accordance with environmental requirements 25. Recover obsolete equipment and return to appropriate point for refurbishment or disposal 26. Complete work in a safe manner 27. Restore changes made to work area during installation to the customer's satisfaction 28. Return system drawings and specifications to the approved location on completion of work

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret information from system drawings and specifications, e.g. cable schedules; assembly and dismantling sequences; interfaces and connections to other systems; circuit characteristics; dimensions, scales and tolerances liaise effectively with customers/clients on the job complete workplace documentation update drawings and specifications ability to diagnose routine equipment faults ability to work and communicate effectively as a team member, including seeking advice and assistance with non-routine equipment malfunctions technical skills sufficient to: use hand and power tools in a safe manner to install broadcasting equipment and facilities use a range of installation methods, e.g. fastening, free standing, rack mounting, sliding, hanging or suspending move equipment in a safe manner using a range of techniques, e.g. pulleys and hoists, manual lifting terminate cables solder components carry out measurements and adjustments, such as amplitude and frequency response, distortion, noise performance, phase, timing, bit error rate, data network performance and mechanical performance self-management skills sufficient to work under pressure and to meet deadlines numeracy skills sufficient to interpret and record test measurement data
Required knowledge
features of test measurement equipment, including: waveform monitor peak program meter (PPM) reference signals, e.g. video or audio line-up signals performance limitations of signal paths, e.g. cliff effect variations of test methods, e.g. waveform display errors, meter errors effect of the measurement equipment itself on the measured system television standards, e.g. PAL, NTSC, SECAM, digital industry knowledge, including: structure of the broadcasting industry roles and responsibilities of personnel in the broadcasting industry impact of technological changes on maintenance procedures correct terminology, e.g. symbols, terminology and conventions used for electrical, mechanical and electronic drawings and specifications regulatory and industry standards as listed in the range statement product knowledge, e.g. manufacturer standards and specifications features and operational standards for enterprise-specific equipment and facilities sources of advice, information, and technical support issues and challenges that arise in the context of maintaining broadcasting facilities and equipment precautions to be taken when handling static-sensitive or fragile equipment well-developed understanding of the types of, and interrelationship between, drawings used in specifications, e.g. isometric, orthographic, first- and third-angle, assembly drawings, circuit and wiring diagrams, block and schematic diagrams basic understanding of network operations and transmission facilities, sufficient to ensure that installed equipment is correctly aligned performance limitations of machine control OHS requirements as they relate to maintenance operations, e.g. protective clothing and personal safety systems; safe isolation of equipment, such as mechanical, electricity, gas, air or fluids; weight loading; and manual handling

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: correct interpretation of installation specifications ability to work as a team member with minimum supervision correct installation and connection of a range of equipment into either a television or a radio broadcast system ability to complete scheduled work on time.
Context of and specific resources for assessment	Assessment must ensure: access to a range of equipment used in broadcasting facilities access to regulatory and industry standards access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate installing or upgrading broadcasting facilities or equipment written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFBRT402A Maintain broadcasting facilities and equipment CUFBRT403A Ensure quality of broadcast output ICTTC101C Locate and diagnose electronic faults.

Range Statement

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.
Relevant personnel may include:	architect broadcast engineer building personnel designers equipment operators head of department station manager sub contracted personnel supervisor technical director other technical/specialist personnel.
Installation may involve:	entire broadcast facility multiple pieces of equipment one piece of equipment.
System drawings and specifications may include:	bay layouts detailed component drawings equipment schematics general assembly drawings installation drawings modification drawings program production drawings room/building layouts sub-assembly drawings systems block diagrams technical manuals wiring/circuit diagrams.
Requirements and impact may include:	electrical, e.g.: power requirements grounding environmental, e.g.: heat generated humidity lighting proximity to people noise ergonomics functional operational physical, e.g.: size weight location mounting type relevant legislative and enterprise standards.
Equipment may include:	communication equipment, e.g. ISDN, RF links display devices, e.g. monitor line equipment, e.g. audio/video distribution amplifiers production video and audio equipment, e.g. sound/vision mixer record/replay machines, e.g. cameras, audio recorders.
Performance tests to systems may include:	assessing error performance levels checking alarms checking that performance measurements are in accordance with predetermined specifications and meet approved operating margins testing of protection mechanisms.
Tools may include:	240V lead lights cable identification kit electrical - power tools hacksaw hammers hand cutters ladder pliers, files screwdrivers soldering iron spanners terminating tools.
Safe work practices include the safe handling of:	asbestos chemicals laser devices materials tools and equipment work platforms: ladders scaffold scissor lifts (cherry pickers).
Range of cables may include:	category 5 capable cable, including solid, stranded conductor, shielded, non-shielded coaxial, e.g.: hard line (internal/external) flexible (internal/external) underground aerial powered/unpowered multi-core optical fibre, e.g.: internal/external loose tube tight buffered air blown armour plated.
Cable support systems may include:	backmount frames for distributors cable trays catenary wire ducts line poles suspension.
Regulatory and industry standards may include:	ACMA technical standards Australian and international standards Australian building codes and regulations confined spaces regulations environmental legislation fire regulations heritage legislation industry codes of practice noise abatement OHS trade practices legislation.
Types of connection may include:	audio control data power video.
Types of connectors may include:	crimped insulation displacement plug socket (optical) plug/socket (electrical) screwed soldered.
Documentation may include:	computer generated or manually written, e.g.: transmission reports logbooks equipment maintenance check sheets.
Certification may include:	installer-based or independent, e.g.: manufacturer certificate installer warranty formal and documented testing procedures and results.
Systems may include:	analogue computer/IT digital.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - broadcast technology

Co-requisite units

Co-requisite units

CUFBRT402A Maintain broadcast equipment and facilities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to diagnose faults in and repair radio or television broadcasting facilities and equipment. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Broadcast technicians or technologists apply the skills and knowledge described in this unit. Although they work under the direction of a senior technologist or broadcast engineer, they are expected to work with minimum supervision and may, on occasions, be responsible for supervising others. This unit covers the maintenance of equipment in both television and radio studios. The scope of work varies from working with a single piece of equipment to maintenance of a whole studio or facility, including outside broadcast vehicles. Skills associated with the installation of equipment and facilities are covered in: CUFBRT401A Install or upgrade broadcasting equipment and facilities. Note: To meet the requirements of this unit, candidates need to demonstrate competency in the maintenance of facilities and equipment for either television or radio. The Required Skills and Knowledge section should be tailored accordingly.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Locate and repair faults.	1. Use diagnostic techniques and reference material to isolate faults to specific equipment or parts of equipment 2. Use appropriate test equipment to carry out diagnostic activities methodically, safely and in a manner suitable for system and problem type, obtaining specialist advice where required 3. Consult with relevant personnel to determine the impact of repairs or maintenance on broadcast operations 4. Document maintenance requirements in accordance with enterprise procedures, including reference to the impact of maintenance on broadcast operations 5. Provide temporary service, if necessary, ensuring it meets the standards of existing equipment 6. Carry out equipment repairs within scope of own job role or organise repair of faulty equipment in accordance with enterprise procedures and regulatory and industry standards 7. Test performance of system/equipment for satisfactory operation on completion of repairs
Undertake routine maintenance	8. Implement manufacturer upgrades, as required, and align systems to manufacturer standards and broadcast specifications 9. Carry out routine alignment on broadcast systems, including scheduled replacement of mechanical parts 10. Advise relevant personnel if maintenance activities cannot be completed or faults outside the planned maintenance schedule have been found 11. Ensure that interconnection between equipment is compatible and logical 12. Implement established preventative maintenance routines and carry out repairs and alterations as required 13. Check, update and maintain system logbooks and fault reports 14. Monitor system/equipment faults for trends in device/component failures 15. Consult with relevant personnel to ensure satisfaction with the outcome of completed maintenance and maintenance procedures 16. Complete work in a safe manner, remove waste and debris from the worksite, and remove obsolete equipment according to enterprise guidelines and regulatory and industry standards
Provide general technical support	17. Assist relevant personnel with facility-related queries 18. Communicate with clients about facilities and equipment without over-use of jargon and technical language 19. Devise alternate configurations to meet the needs of relevant personnel as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret information from system drawings, equipment specifications and technical handbooks liaise effectively with customers/clients on the job, including ability to communicate technical terminology complete workplace documentation work and communicate effectively as a team member, including seeking advice and assistance with non-routine equipment malfunction planning and problem solving skills sufficient to: diagnose electronic faults in specified equipment and broadcast system plan maintenance activities to cause minimum disruption to normal work flows identify the benefits, weaknesses and implications of different solutions to maintenance issues plan for contingencies in the context of organising maintenance activities propose maintenance solutions that are practicable and meet technical requirements technical skills sufficient to: use hand and power tools and test equipment in a safe manner to undertake maintenance of broadcasting equipment and facilities solder components carry out measurements and adjustments, such as amplitude and frequency response, distortion, noise performance, phase, timing, bit error rate (BER), data network performance and mechanical performance self-management skills sufficient to: prioritise work tasks meet deadlines seek expert assistance as required numeracy skills sufficient to interpret and record test measurement data
Required knowledge
features of test measurement equipment, including: waveform monitor peam program meter (PPM) reference signals, e.g. video or audio line-up signals performance limitations of signal paths, e.g. cliff effect variations of test methods, e.g. waveform display errors, meter errors effect of the measurement equipment itself on the measured system television standards, e.g. PAL, NTSC, SECAM, digital industry knowledge, including: structure of the broadcasting industry roles and responsibilities of personnel in the broadcasting industry impact of technological changes on maintenance procedures correct terminology, e.g. symbols, terminology and conventions used for electrical, mechanical and electronic drawings and specifications regulatory and industry standards relevant to field of work (see range statement for examples) product knowledge, e.g. manufacturer standards and specifications sources of advice, information, and technical support issues and challenges that arise in the context of maintaining broadcasting facilities and equipment features and operational standards for enterprise-specific equipment and facilities, e.g: microphones, e.g. types, polar response characteristics, electrical operation, phantom powering, applications in program making amplifiers loudspeakers, e.g. electronic operation, cabinet construction, crossovers, placement in studio environment dynamic range, e.g. compression principles, expansion principles, multi-band compression, noise reduction analogue audio recorders digital recording and replay systems digital compression, e.g. characteristics of different file formats television cameras, e.g. light splitting, functions and operating principles of charge coupled devices (CCDs), signal processing, luminance and colour difference signals, PAL encoding, triax theory digitising video signals video compression, e.g. lossless and lossy, intra-frame and inter-frame, characteristics of file formats editing facilities and software applications OHS requirements as they relate to maintenance operations, e.g. protective clothing and personal safety systems; safe isolation of equipment, such as mechanical, electricity, gas, air or fluids; weight loading; and manual handling

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: correct interpretation of manufacturer specifications to diagnose and repair faults in either radio or television broadcasting facilities and equipment ability to work as a team member with minimum supervision efficient repair and maintenance of either radio or television broadcasting equipment and facilities according to enterprise requirements ability to complete scheduled work on time.
Context of and specific resources for assessment	Assessment must ensure: access to a range of equipment used in either radio or television broadcasting facilities access to regulatory and industry standards access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate repairing or maintaining equipment written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFBRT401A Install or upgrade broadcasting equipment and facilities CUFBRT403A Ensure quality of broadcast output ICTTC101C Locate and diagnose electronic faults.

Range Statement

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.
Diagnostic techniques may include:	comparison of measured readings for equipment and system performance against manufacturer or site specifications comparison of results against past performance in the same piece of equipment comparison of results against similar pieces of equipment or systems operational checks against normal operating specifications.
Reference material may include:	circuit schematics design plan drawings equipment manuals equipment warranties fault reports instruction sheets logbooks manufacturer support data previous history of equipment purchase orders system interconnection information system/equipment specifications and manuals.
Test equipment may include:	audio test set automatic measuring equipment computer digital analysis equipment multimeter oscilloscope RF measurement test set test signal generator video waveform monitor.
Relevant personnel may include:	architects building personnel client designers floor manager head of department operators of the equipment other specialist personnel other technical personnel producer production assistant production designer production manager station manager subcontracted personnel supervisor technical director.
Repairs or maintenance may impact:	budgets end users/audience legal requirements maintenance systems operational procedures personnel physical production schedules quality of broadcast signal technical systems the environment work.
Maintenance may involve:	entire broadcast facility multiple pieces of equipment one piece of equipment outside broadcast vehicle.
Equipment may include:	analogue broadcast-specific systems communication or RF equipment, e.g. ISDN, RF links computers digital display devices, e.g. monitors line equipment, e.g. audio/video DAs production video and audio equipment, e.g. sound/vision mixer record/replay machines, e.g. cameras, audio recorders.
Regulatory and industry standards may include:	ACMA technical standards Australian and international standards Australian building codes and regulations confined spaces regulations environmental legislation fire regulations heritage legislation industry codes of practice noise abatement OHS trade practices legislation.
Performance tests may include:	assessing error performance levels checking alarms checking compliance with equipment parameters, e.g.: amplitude response frequency response distortion noise performance phase timing data network performance bit error rate (BER) mechanical performance working temperature checking that performance measurements: accord with predetermined specifications meet approved operating margins testing of protection mechanisms.
Maintenance procedures may include:	in situ performance, e.g.: monitor alignment hard disk defragmentation replacement of parts alignment or calibration and measurement software upgrade software reinstallation.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - broadcast technology

Co-requisite units

Co-requisite units

CUFBRT403A Ensure quality of broadcast output

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to monitor and maintain quality broadcast output from television and/or radio broadcasting facilities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Broadcast technicians or technologists apply the skills and knowledge described in this unit. Although they work under the direction of a senior technologist or broadcast engineer, they are expected to work with minimum supervision and may, on occasions, be responsible for supervising others. This unit covers the monitoring the quality and performance of equipment in television and/or radio studios. Skills associated with the maintenance of equipment and facilities are covered in: CUFBRT402A Maintain broadcasting facilities and equipment. Note: To meet the requirements of this unit, candidates need to demonstrate competency in the maintenance of facilities and equipment for either television or radio. The Required Skills and Knowledge section should be tailored accordingly.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Maintain quality control for broadcast systems	1. Ensure correct output level devices are placed in circuit to correct for losses, deficiencies or degradation 2. Make adjustments to broadcasting equipment, with reference to equipment and maintenance manuals as required 3. Contact play out source to adjust levels if required 4. Monitor and track the signal source 5. Locate problems and determine arrangements for rectification in consultation with relevant personnel 6. Monitor performance and condition of broadcast systems and broadcasting equipment according to enterprise procedures 7. Complete workplace documentation as required
8. Confirm purpose of data analysis 9. Obtain relevant test data and promptly resolve data inconsistencies 10. Analyse data using approved methods and procedures 11. Check that data analysis is accurate and thorough and takes account of test conditions 12. Compare analysis against product or asset specification and identify faults or variations from specification 13. Record results of analyses in the appropriate format
Rectify distortion problems	14. Use appropriate test equipment to test that broadcast outputs are within specification and phase 15. Use level meters to check frequency response 16. Report noise and distortion problems to relevant personnel 17. Negotiate solutions to distortion problems with the originator/source according to enterprise procedures 18.
Monitor quality of broadcast output	19. Check/calibrate monitoring equipment to ensure it is functioning correctly 20. Analyse broadcast output to identify problems and faults. 21. Check inbound and outbound equipment, satellite and telecom units 22. Monitor quality of transmission according to enterprise operating procedures 23. Carry out monitoring activities effectively with minimum disruption to broadcasting operations 24. Determine problems with transmission and take remedial action as required 25. Record details of monitoring activity according to enterprise procedures and regulatory and industry standards

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret information from system drawings, equipment specifications and technical handbooks liaise effectively with customers/clients on the job, including ability to communicate technical terminology in plain English complete workplace documentation work and communicate effectively as a team member, including seeking advice and assistance with non-routine equipment or system malfunction planning and problem solving skills sufficient to: diagnose electronic faults in specified equipment and broadcast systems plan maintenance activities to cause minimum disruption to normal work flows technical skills sufficient to: use test equipment in a safe manner to undertake regular monitoring of broadcasting equipment and facilities carry out measurements and adjustments, such as amplitude and frequency response, distortion, noise performance, phase, timing, bit error rate (BER), data network performance and mechanical performance adjust sync timing and sub-carrier phasing adjust signal timing for analogue components judge quality of sound and/or vision output self-management skills sufficient to: prioritise work tasks meet deadlines seek expert assistance as required numeracy skills sufficient to interpret and record test measurement data
Required knowledge
light, human vision and colourimetry: visible light and its position within the electromagnetic spectrum structure and function of the human eye human vision and the ability to perceive motion from a series of still images colourimetry and the television system features of test measurement equipment, including: waveform monitor peam program meter (PPM) reference signals, e.g. video or audio line-up signals performance limitations of signal paths, e.g. cliff effect variations of test methods, e.g. waveform display errors, meter errors effect of the measurement equipment itself on the measured system industry knowledge, including: structure of the broadcasting industry roles and responsibilities of personnel in the broadcasting industry impact of technological changes on maintenance procedures correct terminology, e.g. symbols, terminology and conventions used for electrical, mechanical and electronic drawings and specifications regulatory and industry standards relevant to field of work (see range statement for examples) product knowledge, e.g. manufacturer standards and specifications sources of advice, information, and technical support issues and challenges that arise in the context of maintaining broadcasting facilities and equipment features and operational standards for enterprise-specific equipment, facilities and systems, e.g.: audio transmission systems, e.g. basic radio systems, AM/FM transmission, FM VHF transmission, digital radio, streaming audio television transmission systems, e.g. analogue, digital, multi-channelling and high definition aspect ratios, e.g. aspect ratio converters (ARCs), wide-screen signalling (WSS) and aspect format descriptors (AFD) codes signal routing system, e.g. principles of signal routing, network switching, source selection in the radio environment, network routing systems, timed switching systems server-based audio systems audio mixing systems, e.g. analogue on-air mixing systems, analogue production mixing consoles, digital on-air mixing systems, digital production mixing systems, digital production environments television standards, e.g. PAL, NTSC, SECAM, digital OHS requirements as they relate to maintenance operations, e.g. protective clothing and personal safety systems; safe isolation of equipment, such as mechanical, electricity, gas, air or fluids; weight loading; and manual handling

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: correct interpretation of manufacturer specifications to maintain audio and/or image quality ability to work as a team member with minimum supervision efficient monitoring of performance and quality of either radio or television broadcast systems according to enterprise requirements ability to complete scheduled work on time.
Context of and specific resources for assessment	Assessment must ensure: access to a range of equipment used in either radio or television broadcasting facilities access to regulatory and industry standards access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate monitoring the quality and performance of broadcasting equipment or systems written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFBRT401A Install or upgrade broadcasting equipment and facilities CUFBRT402A Maintain broadcasting facilities and equipment ICTTC101C Locate and diagnose electronic faults UEENEEH080A Diagnose and rectify faults in digital transmission systems.

Range Statement

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.
Broadcasting equipment may include:	master control outside broadcast van post-production facilities studio.
Signal source may be:	multiple single.
Relevant personnel may include:	architect building personnel designers equipment operators floor manager head of department other specialist personnel other technical personnel producer production assistant production designer production manager station manager subcontracted personnel supervisor technical director.
Faults in performance and condition of equipment may include:	electrical, e.g.: power supply earthing motors indicators switches relays electronic, e.g.: signal presence waveform component condition mechanical, e.g.: wear and tear alignment movement interference.
Broadcast systems may include:	analogue computer digital.
Documentation may include:	fault reports history cards instruction sheets logbooks purchase orders.
Methods and procedures may include:	computer modelling databases flow/process diagrams graphical analysis spreadsheets.
Test equipment may include:	audio test set automatic measuring equipment computer digital analysis equipment multimeter oscilloscope RF measurement test set test signal generator video waveform monitor.
Broadcast outputs may relate to:	audio transmission video transmission.
Monitoring equipment may include:	picture monitor vectorscope video waveform monitor.
Regulatory and industry standards may include:	ACMA technical standards Australian and international standards Australian building codes and regulations confined spaces regulations environmental legislation fire regulations heritage legislation industry codes of practice noise abatement OHS trade practices legislation.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - broadcast technology

Co-requisite units

Co-requisite units

CUFBRT404A Coordinate outside broadcasts

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to coordinate outside broadcasts in the media industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Broadcast technicians or technologists apply the skills and knowledge described in this unit. Although they work under the direction of a broadcast engineer or technical director, they are expected to work with minimum supervision and, in the context of outside broadcasts, would usually be responsible for supervising others. The person coordinating outside broadcast technical operations requires a broad range of technical skills associated with setting up and monitoring live feeds, as well as the flexibility to rectify faults quickly and efficiently. They also need to understand the requirements of others involved in the production chain. Note: To meet the requirements of this unit, candidates need to demonstrate competency in the coordination of outside broadcasts for either television or radio. The Required Skills and Knowledge section should be tailored accordingly.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for outside broadcasts	1. In consultation with relevant personnel, determine scope of outside broadcast requirements 2. Check functionality of equipment to be used and organise repairs as required in readiness for outside broadcasts 3. Organise link from OB point to program centre, including site surveys as required 4. Participate in pre-production sessions as required to ensure effective coordination of production and technical operations associated with outside broadcasts 5. Anticipate potential problems and negotiate solutions or contingency plans that pay due regard to creative, technical and budgetary requirements
Coordinate technical operations during outside broadcasts	6. Power up the OB vehicle on location according to enterprise procedures 7. Ensure that installation and testing of equipment at OB locations is carried out in a safe manner and in accordance with regulatory and industry standards 8. Establish and maintain signal and communication paths between OB point and the program centre 9. Use appropriate protocols in communication between an OB point and master control 10. Respond promptly and appropriately in the event of equipment failure 11. Monitor quality of signal from OB point and make adjustments as required 12. Assist relevant personnel with OB queries, taking care to communicate without over-use of jargon and technical language
Finalise OB location operations	13. Ensure that equipment is dismantled and stored according to enterprise procedures 14. Return OB location to original or improved condition 15. Complete production documentation and reports as required 16. Ensure that equipment is sent for repair as required 17. Participate in debriefing sessions and note areas for improvement in future outside broadcasts

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret information from system drawings, equipment specifications and technical handbooks complete workplace documentation work and communicate effectively as a team member, including team leadership planning and problem solving skills sufficient to: diagnose faults in specified equipment and broadcast system plan operational aspects of outside broadcasts, including contingency planning technical skills sufficient to: use test equipment in a safe manner operate equipment in a specified outside broadcast vehicle/facility connect and monitor performance of link between OB point and program centre numeracy skills sufficient to interpret and record test measurement data self-management skills sufficient to: prioritise work tasks meet deadlines seek expert assistance as required
Required knowledge
industry knowledge, including: structure of the broadcasting industry roles and responsibilities of personnel in the broadcasting industry impact of technological changes on outside broadcast operations correct terminology, e.g. symbols, terminology and conventions used for electrical, mechanical and electronic drawings and specifications regulatory and industry standards relevant to field of work (see range statement for examples) product knowledge, e.g. manufacturer standards and specifications sources of advice, information, and technical support issues and challenges that arise in the context of coordinating outside broadcasts features and operational standards for enterprise-specific outside broadcasting equipment, facilities and systems well-developed understanding of the features of communication links used in OB operations television standards, e.g. PAL, NTSC, SECAM, digital OHS requirements as they relate to outside broadcast operations, e.g. RF awareness, working safely with electrical tools and equipment

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: correct set-up and operation of outside broadcasts for either radio or television effective team leadership abilities efficient organisation and coordination of outside broadcasts ability to meet production deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to either radio or television outside broadcasting facilities coordination of outside broadcasts on at least three occasions access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate setting up and monitoring technical operations for an outside broadcast written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFBRT402A Maintain broadcasting facilities and equipment CUFBRT403A Ensure quality of broadcast output.

Range Statement

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.
Relevant personnel may include:	director equipment operators floor manager head of department producer production assistant production designer production manager program manager station manager subcontracted personnel supervisor technical director volunteers coordinator other technical/specialist personnel.
Outside broadcasts may be required for:	awards nights concerts election coverage festivals live events news coverage public rallies sporting events.
Equipment may include:	cables communication equipment, e.g. two-way communication devices display devices, e.g. monitor line equipment, e.g. audio/video DAs production video and audio equipment, e.g. sound/vision mixer, microphones record/replay machines, e.g. cameras, audio recorders.
Links may include:	balanced audio cable directly wired IP streaming ISDN line microwave satellite telephone line UHF VoIP.
Potential problems may include:	audience or general public interference communication dysfunctions punctuality of production personnel technical failures of equipment topography of land or buildings weather conditions.
Power may include:	back-up supply generator mains.
Testing may include:	assessing error performance levels checking alarms checking compliance with equipment parameters: amplitude response frequency response distortion noise performance phase timing data network performance bit error rate (BER) mechanical performance working temperature checking that performance measurements: accord with predetermined specifications meet approved operating margins signal strengths of radio, microwave and satellite links the testing of protection mechanisms.
Regulatory and industry standards may include:	ACMA technical standards Australian and international standards Australian building codes and regulations confined spaces regulations environmental legislation fire regulations heritage legislation industry codes of practice noise abatement OHS trade practices legislation.
Protocols may include:	appropriate timing of communication means of communication, e.g.: telephone radio order wire talkback method of identifying source and destination of communication which personnel communicate with whom.
Problems with the quality of signal may be related to:	audio quality: level frequency response noise crosstalk distortion video quality: levels peak white white black set-up sync tip burst durations 1 line, 1 field, 1 frame blanking (vertical and horizontal) burst duration back porch front porch H sync degradation differential phase differential gain delta gain line time non-linearity chrominance/luminance gain/delay inequality response pre ringing or post-ringing cable length attenuation time distortions frequency response errors digital characteristics sampling rate for Y and Chroma level max jitter NRZI encoding, e.g. polarity independent embedded audio spectral make-up of signal. start of active picture.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - broadcast technology

Co-requisite units

Co-requisite units

CUFBRT501A Collaborate on the design of broadcasting facilities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge needed to collaborate on the design of television or radio broadcasting facilities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Broadcast engineers or senior broadcast technologists apply the skills and knowledge described in this unit, which covers the design of both television and radio facilities. They are responsible for working with clients to determine the best way of designing facilities that meet current needs and, wherever possible, anticipate future needs. In addition to technical knowledge, people in this role require highly developed conceptual and planning skills. They must be good communicators, as effective liaison and negotiation with clients is essential. Employment could be on a contract basis or with companies that specialise in the design and installation of broadcasting facilities. Note: To meet the requirements of this unit, candidates need to demonstrate competency in the design of facilities for either television or radio. The Required Skills and Knowledge section should be tailored accordingly.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	CUFBRT402A Maintain broadcasting facilities and equipment

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify design requirements	1. In consultation with relevant personnel, confirm overall objectives for proposed broadcasting facilities 2. Identify factors that may have an impact on how facilities are designed, including strategies for anticipating future needs 3. Canvass the market for complete solutions that could meet objectives 4. Research the range of equipment available and assess their suitability to meet requirements and their compatibility with existing systems or infrastructure if applicable 5. Discuss the range of possible solutions with clients and other relevant personnel and reach agreement on preferred approach 6. Document agreed approach and obtain sign-off from relevant personnel to proceed with detailed design specifications
Collaborate on determining design approach	7. In collaboration with relevant personnel, generate design options that are realistic in economic, user, service, timing and network integrity terms 8. Provide advice to clients on capital equipment purchases 9. Evaluate options and select the one that best meets project objectives, taking into account available budget 10. Discuss selected option with client and other relevant personnel and amend as required to incorporate client feedback 11. Prepare information, diagrams and equipment specifications to support agreed design option 12. Discuss design brief with personnel who will be involved in implementation and incorporate their ideas into overall approach
Finalise designs	13. Ensure that proposed activity complies with relevant regulatory and industry standards 14. Prepare design plans that specify work, equipment, personnel and materials required, as well as arrangements for contractors and equipment purchase or hire 15. Prepare detailed drawings and specifications to support design plans 16. Prepare documentation relating to installation/ modification, testing and ongoing operations and maintenance, and attach to design plans 17. Discuss and confirm additional requirements or modifications to design plans with relevant personnel 18. Obtain final sign-off on design plans from clients 19. Evaluate process of developing design plans, including own role in the process, and note areas for future improvement
20.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret information from system drawings, equipment specifications and technical handbooks liaise effectively with customers/clients, including ability to communicate technical terminology in plain English prepare detailed design documentation and specifications in relation to broadcasting facilities present design ideas for discussion and feedback from clients and team members participate in negotiations about design solutions with clients and team members planning and problem solving skills sufficient to: research equipment and other options relevant to the design of broadcasting facilities and evaluate their suitability for specified design projects identify the benefits, weaknesses and implications of different design solutions plan for contingencies in the context of designing broadcasting facilities propose design and installation solutions that are practicable and meet technical requirements initiative and enterprise in the context of: generating innovative ideas for the design of broadcasting facilities that meet or exceed client expectations thinking laterally when developing concepts maintaining design integrity taking aesthetic and ergonomic considerations into account when designing broadcasting facilities numeracy skills sufficient to: take detailed measurements when preparing design documentation interpret budgets and prepare costings technical skills sufficient to: produce technical drawings to support design concepts and plans use standard word processing, spreadsheet, databases and presentation software applications self-management skills sufficient to: prioritise work tasks meet deadlines seek expert assistance as required
Required knowledge
industry knowledge, including: structure of the broadcasting industry roles and responsibilities of personnel and contractors in the broadcasting industry impact of technological changes on design, installation and maintenance of broadcasting equipment and facilities correct terminology, e.g. symbols, terminology and conventions used for electrical, mechanical and electronic drawings and specifications regulatory and industry standards relevant to field of work (see range statement for examples) product knowledge, e.g. manufacturer standards and specifications sources of advice, information, and technical support issues and challenges that arise in the context of designing broadcasting facilities television standards, e.g. PAL, NTSC, SECAM, digital formats and techniques for documenting the design of broadcasting facilities, including the level of detail required principles and techniques of design in relation to broadcasting facilities familiarity with current engineering and construction processes used to install broadcasting facilities basic understanding of network operations and transmission facilities, sufficient to ensure that design plans take these factors into account OHS legislation and regulations as they relate to the design and safe installation of broadcasting facilities copyright legislation and regulations in relation to the protection of designs

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: collaborative development of design plans for broadcasting facilities that: meet client requirements take account of budgetary and resource constraints demonstrate attention to detail knowledge of the regulatory environment in relation to the design and installation of broadcasting facilities effective verbal and written communication skills knowledge and application of research techniques in relation to designing and planning the installation of broadcasting facilities collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the design of broadcasting facilities for at least two projects/clients access to enterprises/organisations that require the design of broadcasting facilities access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of designs for broadcasting facilities documented by the candidate and their quality in terms of meeting project requirements written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to develop designs for different types of broadcasting facilities.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBDES401A Generate design solutions BSBDES502A Establish, negotiate and refine a design brief BSBWRT401A Write complex documents.

Range Statement

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.
Relevant personnel may include:	architect broadcast engineer building personnel client designers equipment operators head of department station manager sub contracted personnel supervisor technical director other technical/specialist personnel.
Factors may include:	aesthetics availability of personnel availability of resources available budget clients' future needs disruption to broadcast services during installation environmental considerations ergonomics functionality installation environment legislative/regulatory requirements, e.g.: OHS considerations building regulations ongoing maintenance requirements profile of people who will be using the facilities technical considerations, e.g.: network existing equipment/infrastructure timelines.
Equipment may include:	communication equipment, e.g. ISDN, RF links display devices, e.g. monitor line equipment, e.g. audio/video DAs production video and audio equipment, e.g. sound/vision mixer record/replay machines, e.g. cameras, audio recorders.
Systems may include:	analogue computer/IT digital.
Relevant regulatory and industry standards may include:	ACMA technical standards Australian and international standards Australian building codes and regulations confined spaces regulations copyright environmental legislation fire regulations heritage legislation industry codes of practice noise abatement OHS trade practices legislation.
Drawings and specifications may include:	bay layouts detailed component drawings equipment schematics general assembly drawings installation drawings modification drawings program production drawings room/building layouts sub-assembly drawings systems block diagrams technical manuals wiring/circuit diagrams.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - broadcast technology

Co-requisite units

Co-requisite units

CUFCAM201A Assist with a basic camera shoot

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to assist with setting up and shooting low-end productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit describes the skills and knowledge required of a camera assistant working on low-budget and low-end single-camera video productions. Issues relevant to pre-production and production activities are included. Camera assistants are expected to work under the direction of a qualified camera operator, and may, on occasions, be responsible for operating cameras. Community television is a typical environment where these skills are applied. These skills are applied in the setting up and shooting of a variety of low-end productions, including community television. Skills associated with basic lighting operations are covered in: CUFLGT101A Apply a general knowledge of lighting to work activities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for camera shoots	1. Organise and prepare equipment for shoots, taking into account location requirements 2. Ensure equipment is clean and operational 3. Report equipment faults to relevant personnel 4. Safely charge batteries according to manufacturer specifications 5. Ensure charged batteries are in sufficient supply to meet the needs of the production schedule 6. Select required capture format and ensure sufficient supply for the intended production
Assist with camera set-up on location	7. Lift camera and other equipment, using safe lifting and handling techniques 8. Ensure camera and other equipment is safely secured 9. Under direction, assist with positioning the camera to achieve the required shots 10. Safely connect cables and camera to power source if required 11. Assist with final check of equipment prior to shoot and report faults to relevant personnel 12. Label and load capture media 13. Check camera tilt and pan functions
Set up lighting	14. Mount lighting equipment following safety guidelines 15. Run lighting cables and connect safely to power source ensuring they are located securely 16. Under direction, position lights to achieve required effect 17. Adjust focus and angles of lights as required 18. Install colour frames and gels according to lighting requirements for the particular shoot
Shoot video	19. Adjust and move equipment as required 20. Operate clapperboard if needed 21. Operate camera according to manufacturer guidelines and instructions 22. Shoot and record sequences as directed 23. Time-code recording of takes with descriptions as required
Wrap up shoots	24. Clean and pack equipment using safe lifting techniques 25. Check that all equipment is accounted for and report faults to relevant personnel 26. Ensure recordings are labelled properly, together with relevant documentation 27. Leave location in original condition to ensure there is no adverse effect on the site 28. Review and reflect on own performance and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and organisational skills sufficient to: interpret production documentation relevant to camera operations work collaboratively with other crew members understand and follow instructions technical skills sufficient to: make simple adjustments to, and operate cameras and accessories typically used in low-end productions safely connect cabling and equipment to power sources literacy and numeracy skills sufficient to interpret written instructions and to label capture format accurately and in sequence self-management skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise problem solving skills sufficient to anticipate and deal with minor set-up problems
Required knowledge
basic technical understanding of camera, lighting and sound equipment used in low-end productions full range of functions typically found on cameras used in low-end productions basic principles of lighting, e.g. key, fill and back light roles and responsibilities of video/television production personnel OHS requirements as they relate to working under direction on camera shoots in a range of locations

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to work effectively as a team member and take direction ability to assist effectively in location set-ups competent operation of cameras typically used in low-end productions.
Context of and specific resources for assessment	Assessment must ensure: access to basic camera, lighting and sound equipment access to a range of varying locations and conditions access to appropriate learning and assessment support when required use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate assisting with a basic camera shoot to determine whether correct procedures are followed and equipment is operated according to instructions written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFLGT101A Apply a general knowledge of lighting to work activities.

Range Statement

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.
Equipment may include:	cameras, e.g.Â mini DV filters lens adaptors lenses - fixed, zoom, wide-angle lighting kit mounts tripods.
Shoots may include:	fixed tripod hand-held single-camera.
Locations may include:	day exterior in studio interior night.
Relevant personnel may include:	camera and sound operators director/producer members of the public production assistant reporter or presenter technical staff.
Capture formats may include:	CD DVD flashcards P2 solid-state drive small hard drive video.
Types of production may include:	corporate/training videos coverage of events short current affairs stories short documentaries short news items.
Under direction may include direction from:	camera operator director/producer reporter/journalist sound recordist.
Power sources may include:	AC batteries.
Documentation may include:	fault reports production schedules running sheets scripts shot lists sound sheets stock management and correct labelling.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - Camera/cinematography

Co-requisite units

Co-requisite units

CUFCAM301A Shoot material for screen productions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to shoot screen material using a single-camera unit. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Camera operators apply the skills and knowledge described in this unit. Their prime responsibility is to capture screen images using a range of video equipment. Operators in this context generally work under direction but perform all camera, sound and lighting functions. Occasionally they will be assisted by a camera assistant or sound recordist. On occasion, they may be required to assist other camera operators with the movement and handling of cameras and cables. Mainstream activities include shooting for news and current affairs, short documentaries, and corporate and training videos. More specialised duties may include the capture of materials for animations and stop-motion animated productions. Typically camera operators are employed by television stations, production houses or corporate video units. In addition, there is a growing body of camera operators who work on a freelance basis. More complex skills associated with shooting television material on location, often as a one-person camera crew, are covered in: CUFCAM401A Shoot a wide range of television content.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for shoots	1. Participate in pre-production briefings as required to confirm production and post-production requirements 2. Arrange equipment and accessories for shoots as directed, ensuring that everything is clean and operational 3. Safely charge batteries according to manufacturer specifications and ensure sufficient supply of charged batteries to meet the needs of production schedules 4. Select required capture media and ensure sufficient supply for the intended production 5. Prepare and pack lighting equipment, including gels and cables as required 6. Undertake minor repairs on faulty equipment or report significant faults to relevant production personnel 7. Confirm location, shooting schedules and timelines with relevant production personnel 8. Complete appropriate documentation prior to shoots
Set up on location	9. Determine camera positions to ensure that composition of shots provides correct visual interpretation of production requirements 10. Liaise and collaborate with crew and talent and contribute ideas to initial concepts 11. Set up equipment and accessories to ensure the safety of personnel on location 12. Consider requirements for repositioning equipment and accessories during shoots taking into account production schedules 13. Ensure cameras and other equipment are safely secured 14. Label and load capture media and check camera functions 15. Position microphones as required and conduct audio check
Set up lighting	16. Assess the quality and quantity of available light and determine the amount of correction required if necessary 17. Mount and position lighting equipment following safety guidelines 18. Run lighting cables and connect safely to power sources 19. Install colour frames and gels in accordance according to requirements for the specific shoot 20. Select lenses and filters appropriate to the prevailing conditions
Position and operate camera to capture shots	21. Consider camera shots and angles, where feasible, to ensure cuts between shots produce the desired result 22. Take account of editing or other post-production requirements while shooting 23. Ensure camera set-up meets criteria for shoot 24. Check camera movements to implement planned or rehearsed shots according to direction from relevant production personnel 25. Shoot and record sequences as directed, maintaining focus throughout
Manipulate cables and camera positioning	26. Participate in pre-production meetings and rehearsal, if required, and ensure that final camera and cable movements are understood 27. Communicate with relevant production personnel during shoots and position and move camera cabling according to instructions and cues received 28. React consistently to cues received from relevant production personnel and ensure consistency of timing without undue lapses 29. Move cameras and cabling without impeding the operation of camera operators and work in cooperation with other personnel to achieve the desired camera movements 30. Ensure that camera operators do not collide with other elements 31. Complete cabling handling operations without damage to equipment or injury to personnel
Wrap up the shoot	32. Check and pack equipment and accessories using safe lifting techniques 33. Ensure recorded material is labelled properly, together with relevant documentation 34. Report equipment faults and complete required documentation 35. Leave locations in original condition to ensure no adverse effect on the site 36. Review and reflect on performance and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: work collaboratively as a member of a production team understand and carry out instructions and creative directions as required interpret and complete production documentation technical skills sufficient to operate a range of professional camera, lighting and audio equipment problem solving skills in the context of anticipating and addressing equipment set-up problems self-management skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of production and post-production personnel broadcast language and terminology issues and challenges that arise in the context of shooting material for screen productions different image capture formats and their uses basic framing techniques and methods of composition camera-to-subject practice, i.e. lens to eye line, crossing the line, matching shots characteristics of commonly used microphones and audio equipment the effect of different light sources, diffusion materials, filters and reflectors on the lighting environment, which includes both talent and set types of artificial/introduced light sources available to camera operators basic principles of lighting, e.g. key, fill and back light basic concepts and techniques of cable handling and compatibility with other equipment OHS procedures, particularly as they relate to shooting on location

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to work within production deadlines ability to work effectively as a team member and under direction ability to provide ideas to assist with capturing the desired style of moving image ability to operate a range of professional video camera equipment and accessories ability to set up lighting as directed.
Context of and specific resources for assessment	Assessment must ensure: access to a functional set of equipment based on items listed in the range statement. Equipment must be sufficient to enable the compilation of a portfolio of screen material shot in different locations, including exterior daytime, interior, night shoots, stormy weather that the candidate demonstrates competency in shooting material for screen productions within a production environment over a period of time access to appropriate learning and assessment support when required use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of screen content shot by the candidate to determine whether production requirements have been met observation of the candidate setting up and operating camera and lighting equipment on location written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFLGT101A Apply a general knowledge of lighting to work activities CUSSOU201A Assist with sound recordings.

Range Statement

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.
Production and post-production requirements may relate to:	night shoots post-production process props sets specialised equipment venues.
Equipment and accessories may include:	autocue monitor Betacam SP cables cue card holders digital Betacam digital DVC Pro digital SLR, e.g.: stop-motion and software iStop Motion (Mac) Stop Motion Pro (PC) DV Cam HDDV headphones lighting bulbs lighting kit lights microphones, e.g.: fixed pole lapel mini DV mobile phones motion capture facility for animation mounts recording device (e.g. audiotape recorder) talkback facility tripod two-way intercom video split monitor video stock.
Shoots may include:	animations, e.g. stop-motion combined video and audio function fixed/supported hand-held operation separate video and audio record functions single-camera.
Batteries may include:	lead/acid lithium ION Ni-Cad.
Capture media may include:	CD DVD flashcards P2 solid-state drive small hard drive videotape.
Production may include:	animations, e.g.: modelling flat plane corporate videos EFP (electronic field production) ENG (electronic news gathering) events or performances news and current affairs short documentaries training videos.
Lighting may include:	back light bounced light effect light, e.g. on backgrounds fill light flood light HMI (hydrargyrum medium arc-length iodide) interior lights key light light meters luminaires spot light tungsten.
Personnel may include:	animation director camera assistant director/producer floor manager general public safety officer sound recordist supervisor technical staff talent, e.g.: presenters actors reporter/journalist interviewee.
Locations may include:	day exterior interior night studio.
Documentation may include:	animation, e.g.: scoring sheets style sheets character sheets storyboards computer generated fault reports film and battery labels manually written production schedule running sheets script shot lists stock order forms.
Shots may include:	close-up cutaway shot establishing or master shot extreme close-up eye-level shot hand-held high-angle long shot low-angle mid shot pan point-of-view shot static tilt track wide shot zoom in zoom out.
Power sources may include:	batteries generators mains power.
Lenses may include:	fixed lens filters lens hood macro micro wide-angle wide-angle adaptor zoom.
Filters may include:	chromatic colour colour correction correction filters enhancers graduated: hard-edge, soft-edge, attenuated, coloured, neutral density non-specific colour polarising ultraviolet.
Camera movements may include:	hand-held pan tilt track zoom in zoom out.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - Camera/cinematography

Co-requisite units

Co-requisite units

CUFCAM302A Rig camera infrastructure

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to install camera infrastructure for a television production. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit describes the skills and knowledge required to rig cabling and dolly tracks for relatively complex multi-camera, or occasionally single-camera, productions. As a rule, cable installations and laying of dolly tracks follow predetermined camera plans and are supervised by a technical producer. Typically the skills set out in this unit apply to television productions but may have relevance to other activities within the cultural industries. Sophisticated rigs are a feature of outside broadcasts, with studio-based productions generally having access to a basic plug-in infrastructure for cameras. Productions may include sporting events, entertainment at venues, drama, comedy and other multi-camera activities. Skills associated with manipulating cables during productions are covered in: CUFCAM301A Shoot material for screen productions. Skills associated with the erection of camera towers and platforms (for which a scaffolder's licence is required) are covered in: CUFCAM403A Plan and implement the installation of camera supports.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for cable rigs	1. Confirm cabling requirements for shoots with relevant production staff and select appropriate camera cables 2. Repair minor cable faults or defects according to safety requirements and manufacturer instructions 3. Refer complex repairs to technical specialists according to enterprise procedures 4. Complete documentation, according to enterprise requirements 5. Ensure that camera cables are operational and available on time at the correct location
Rig camera cables	6. Check that power source is appropriate and available 7. Use the camera plan and other available cabling information to confirm cable points and cable runs 8. Establish cable points, runs and lengths to meet anticipated camera movements and minimise cable cross-overs 9. Lay out excess cable to avoid knotting or twisting during use 10. Run power cables from power source to cameras and other relevant equipment 11. Secure cables to avoid strain on plugs and sockets 12. Ensure that cable routing and patching to camera control units, cable slinging and cable ramping is completed according to camera plans and completed in a safe manner 13. Check that camera cables are run from correct outlet points to cameras and do not impede the movement of cameras involved in productions 14. Ensure that installed camera cables are not a hazard to personnel involved in shoots or to the general public
Lay tracks for dolly mounts	15. Position tracks according to production requirements and confirm final positioning with relevant production staff 16. Lay tracks safely, taking account of ground conditions and according to site safety plans 17. Ensure that tracks are placed without risk to production staff involved in shoots and that they are smooth, level and secure throughout the route 18. Ensure that tracks do not intrude on proposed shots and allow free movement of camera equipment and staff 19. Secure dolly to track and check fastenings
Disassemble camera cables and dolly tracks	20. Break down cabling and ensure that cables are coiled or wound onto drums to avoid strains or damage 21. Break down and carry track equipment, employing safe lifting techniques 22. Report damage to equipment to relevant production staff and complete required documentation 23. Clean and safely pack equipment to avoid damage and prepare for transport as required 24. Leave worksites in original or improved condition, ensuring that there has been no adverse impact on sites

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to interpret camera plans initiative in the context of making practical suggestions that result in minor modifications to camera plans technical skills sufficient to: undertake basic repairs to a range of different cables use tools and test equipment required to install and maintain cables ability to work and communicate closely with other team members problem solving skills in the context of anticipating and addressing equipment set-up problems self-management skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise literacy skills sufficient to interpret written and verbal instructions
Required knowledge
industry knowledge, including: roles and responsibilities of production personnel broadcast/film language and terminology issues and challenges that arise in the context of rigging camera infrastructure compatibility of a range of video cameras and camera equipment with: a range of cables and connectors different power sources OHS regulations and requirements, and procedures in relation to the use of electrical equipment, cables and dolly tracks duty of care to colleagues and the general public

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: correct rigging of cables according to a camera plan in a variety of production contexts safe construction and laying of dolly tracks safe work practices cooperative attitude in a team environment.
Context of and specific resources for assessment	Assessment must ensure: access to a real or simulated workplace environment that reproduces all the elements of a television production access to video cables and equipment as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate laying cables and setting up dolly tracks on location to determine if correct procedures have been followed written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFCAM301A Shoot material for screen productions MEM18001C Use hand tools.

Range Statement

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.
Shoots may include:	digital film multi-camera single-camera.
Relevant production staff may include:	camera operator director director of photography floor manager gaffer grip head of department lighting personnel other specialist staff other technical staff safety officer supervisor technical director.
Camera cables may include:	auxiliary cables camera cables power cables.
Documentation may include:	camera plan fault reports production schedules rig plans stock orders stock reports.
Locations may include:	day exterior interior night outside broadcasts studio.
Power sources may include:	battery power generator mains power.
Camera movements may include:	crab dolly pan static tilt track in/out.
Equipment may include:	cameras monitors power supply video assists.
Productions may include:	animated productions commercials documentaries EFP (electronic field production) ENG (electronic news gathering) feature films filmed events or performances live or prerecorded television productions music video short films television productions, e.g.Â music, drama, comedy, variety, sport.
Ground conditions may include:	broken dry firm level sloping soft studio flooring undulating wet.
Fastenings may include:	bolts carabiners harnesses clamps fixings joiners knots lashings ropes.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - Camera/cinematography

Co-requisite units

Co-requisite units

CUFCAM401A Shoot a wide range of television content

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to shoot a wide range of content for television programs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit describes the skills and knowledge required by a camera person who usually works without supervision to shoot television content using professional video equipment. The person undertakes the preparation and technical aspects of a shoot, including camera, sound and lights. On occasion, the camera person works with a sound recordist or lighting technician and may coordinate their operations. Other duties may include manipulation of cameras, e.g. on dolly tracks and cable control. Program styles covered by this unit include news and current affairs, corporate videos, coverage of events and relatively complex documentary materials. Typically the camera person contributes creatively to outcomes and works collaboratively with producers or directors, either as an employee of a production house or as a freelancer on assignment. More complex skills associated with shooting material under special conditions are covered in: CUFCAM501A Shoot material for screen productions under special conditions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for shoots	1. Attend pre-production briefings and contribute creative ideas for the visual interpretation of intended productions 2. Appraise ideas for shots, taking into account the potential impact on costs, timelines, scripts and technical feasibility 3. Survey locations prior to shoots as required 4. Plan, prepare and pack required equipment and accessories for shoots, including special requirements, such as lenses and filters 5. Ensure equipment is in working order and fix minor faults or arrange to have them fixed 6. Select capture media that is appropriate and sufficient to meet production requirements 7. Anticipate OHS requirements as they apply to the preparation and implementation of shoots 8. Complete required documentation
Set up shoots	9. Survey sites and determine camera positions to achieve shots and compositions best suited to production requirements 10. Generate a range of ideas that offer creative solutions for particular productions 11. Appraise ideas for potential impact on cost, schedules, technical feasibility and suitability to meet production requirements 12. Set up and implement lighting plans, and install required cables 13. Confirm light temperature and exposures are sufficient for production requirements by utilising appropriate light meters 14. Position microphones and conduct audio checks 15. Liaise and collaborate with other production personnel and talent to maximise creative outcomes 16. Rehearse shots as required
Shoot content	17. Check camera movements to implement planned and rehearsed shots where applicable 18. Ensure captured shots meet editing and other post-production requirements 19. Employ photographic and composition techniques to achieve aesthetic requirements and to capture well-composed and well-focused shots 20. Collaborate with other production personnel where applicable and respond to directions as required 21. Coordinate inputs from other crew members as required to achieve the desired images 22. Ensure safe work practices are applied at all times 23. Record audio using appropriate microphones or coordinate sound operations as required
Wrap up shoots	24. Pack and store equipment using safe lifting practices 25. Ensure recorded content is identified, labelled and available for post-production 26. Ensure locations are left in original state 27. Brief editors and producers on post-production issues as required 28. Complete necessary documentation 29. Review and reflect on own performance and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to interpret and discuss creative requirements for productions ability to work and communicate effectively as a team member technical skills sufficient to: operate a range of professional camera, lighting and audio equipment in the context of a range of program styles manipulate and move cameras and cables as part of a team initiative and enterprise in the context of: making creative contributions to program ideas and outcomes troubleshooting and solving operational problems quickly and efficiently as they arise during shoots self-management and planning skills sufficient to: work under pressure balance creative and technical requirements evaluate own contribution to creative solutions literacy skills sufficient to provide written and verbal instructions, e.g. shot lists, labelling numeracy skills sufficient to make decisions that take account of budgetary constraints
Required knowledge
industry knowledge, including: roles and responsibilities of production and post-production team members broad understanding of the creative and technical elements of a range of television productions broadcast language and terminology issues and challenges that arise in the context of shooting a wide range of television content features of a range of cameras and equipment framing techniques and shot composition well-developed understanding of photographic principles, such as: exposure focus tonal relationships light sources sensitivity and balancing camera interpretation of colour colour correction techniques colour temperature and compensation and how this determines the selection of gels and filters features of different types of light-measuring devices basic principles of lighting, e.g. key, fill and back light types of artificial/introduced light sources available to camera operators OHS and public health and safety procedures, particularly as they relate to shooting on location characteristics of commonly used microphones and their application in a range of environments characteristics of audio signals under variable conditions, e.g. pitch, wavelength, frequency, dynamics and distortions

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to work within production deadlines and to plan and organise all aspects of camera shoots ability to contribute creative interpretations and ideas in the context of planning shots to meet production requirements collaborative approach to work, including ability to work under direction ability to operate a range of cameras and ancillary equipment knowledge and application of photographic principles.
Context of and specific resources for assessment	Assessment must ensure: access to professional equipment based on items listed in the range statement access to facilities to produce a show tape, which demonstrates aptitude across a reasonable spectrum of program types and the ability to gather content across a variety of locations, conditions and subject matter access to appropriate learning and assessment support when required use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of screen content shot by the candidate to determine whether production requirements have been met observation of the candidate setting up and operating camera and lighting equipment on location written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFCAM402A Shoot television content in a multi-camera environment CUSSOU406A Record sound on location.

Range Statement

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.
Productions may include:	animations corporate videos documentaries drama EFP (electronic field production) ENG (electronic news gathering) events or performances infotainment life style programs news and current affairs pieces to camera training videos.
Locations may include:	on location (interior, exterior) outside broadcast studio.
Shoots may include:	combined video and audio function fixed/supported hand-held operation separate video and audio record functions single-camera.
Equipment and accessories may include:	autocue monitor AVCHD (high definition) batteries - lead/acid Ni-Cad/lithium ION Betacam Betacam SP cables cue card holders digital Betacam digital DVC Pro DV Cam DVD camcorder headphones lighting kit microphones fixed pole lapel Mini DV mobile phones mounts talkback facility tape recorder tripod two-way intercom video split monitor.
Lenses may include:	fixed lens hood macro micro wide-angle wide-angle adaptor zoom.
Filters may include:	chromatic colour colour correction correction filters enhancers graduated: hard-edge, soft-edge, attenuated coloured, neutral density non-specific colour polarising ultraviolet.
Capture media may include:	CD DVD flashcards P2 solid-state drive small hard drive videotape.
Documentation may include:	computer generated/manually written emails/SMS fault reports film and battery labels production schedule running sheets script shot lists stock order forms.
Shots may include:	close-up cutaway shot establishing or master shot extreme close-up eye-level shot hand-held high-angle long shot low-angle mid shot pan point-of-view shot static tilt track wide shot zoom in zoom out.
Lighting may include:	back light bounced light colour temperature effect light, e.g. on backgrounds fill light flood light HMI (hydrargyrum medium arc-length iodide) interior lights key light light meters spot light tungsten types of luminaries.
Production personnel may include:	animator camera assistant director/producer editor floor manager journalist/reporter researcher safety officer sound mixer/designer sound recordist supervisors technical producer.
Talent may include:	actors general public, e.g. vox pops interviewees interviewers journalists/reporters performers presenters.
Camera movements may include:	dolly hand-held pan tilt tracking zoom in/zoom out.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - Camera/cinematography

Co-requisite units

Co-requisite units

CUFCAM402A Shoot television content in multi-camera environment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to shoot television content in a multi-camera environment. It builds on the skills associated with shooting in a single-camera environment contained in unit CUFCAM401A Shoot a wide range of television content. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit describes the skills and knowledge required by camera operators participating in multi-camera productions. Generally they work as members of a team and under the direction of a floor manager or director. The programs may be studio-based or outside broadcasts. Typical productions include drama, comedy, light entertainment, concerts, sport, news and current affairs and audience forums. Cameras may be in fixed positions, on pedestals or hand-held. Camera operators work collaboratively and creatively with other members of a production team, including producers, directors, technical producers and talent. They can be employed by television networks or production houses, or work as freelancers on assignment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan shots and camera movements	1. Participate in pre-production meetings and briefings to discuss visual interpretation, requirements and locations for intended productions 2. Liaise with relevant production personnel to confirm that planned shots and camera movements meet technical and script criteria 3. Assess camera plan to ensure individual role is consistent with overall production needs and plans 4. Interpret camera plan and other documentation to create shot lists for use during rehearsal, recording or live transmission 5. Appraise ideas for shots, taking into account the potential impact on schedules, technical feasibility and production requirements 6. Anticipate occupational and health and safety requirements as they apply to the preparation and implementation of shoots
Set up for shoots	7. Assemble camera, equipment and accessories to meet predetermined camera positions and camera movements 8. Position camera for shots to ensure the safety of relevant production personnel, talent and general public 9. Ensure appropriate camera cables are run from correct outlet points to cameras and do not impede camera movements involved in productions 10. Ensure that cameras are lined up and matched to meet production requirements 11. Charge and install headsets and ensure talkback function is operational to allow communication with relevant production personnel 12. Liaise and collaborate with other relevant production personnel and talent to maximise creative outcomes
Shoot content	13. Participate in rehearsals and adjust shot lists and schedules according to required changes 14. Re-create camera shots and movements established in rehearsal during recording or communicate clearly to production personnel unavoidable variations from the predetermined plans 15. Respond to cues received from relevant production personnel in a timely manner 16. Consider shots and angles required of other camera operators to assess how cuts and dissolves between shots can produce the required creative outcomes 17. Move camera without impeding the operation of other team members, including other camera operators and technical personnel 18. Ensure safe work practices are applied at all times
Wrap up shoots	19. Dismantle, pack and store equipment and accessories as required 20. Participate in post-production debriefings and reflect on own performance, noting areas for future improvement 21. Ensure locations are left in original state 22. Complete necessary documentation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to interpret creative requirements of productions ability to work and communicate effectively as a team member technical skills sufficient to: operate a range of professional camera equipment in a multi-camera environment in the context of a range of program styles communicate effectively using two-way communication devices during multi-camera shoots initiative and enterprise in the context of: making creative contributions to program ideas and outcomes responding quickly to changes in planned camera shots and movements self-management and planning skills sufficient to: work under pressure balance creative and technical requirements evaluate own contribution to creative solutions literacy skills sufficient to interpret and provide written and verbal instructions, e.g. shot lists, labelling and scripts numeracy skills sufficient to make decisions that take account of budgetary constraints
Required knowledge
features of a range of cameras and accessories framing techniques and shot composition concepts and techniques of cable handling and compatibility with other equipment duty of care to colleagues and general public, especially on location industry knowledge, including: roles and responsibilities of production and post-production team members sound understanding of the creative and technical elements of a range television productions broadcast language and terminology issues and challenges that arise in the context of shooting television content in a multi-camera environment well-developed understanding of photographic principles, such as: exposure tonal relationships focus light sources sensitivity and balancing camera's interpretation of colour colour correction techniques colour temperature and compensation OHS procedures, particularly as they relate to lifting, climbing rigs and use of electrical equipment

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to work within production deadlines and to plan and organise shot lists for a multi-camera shoot ability to contribute creative interpretations and ideas in the context of planning shots to meet production requirements collaborative approach to work, including ability to work under direction ability to operate cameras and ancillary equipment in a multi-camera environment knowledge and application of photographic principles.
Context of and specific resources for assessment	Assessment must ensure: access to professional equipment based on items listed in the range statement. access to facilities to produce a show tape, which demonstrates aptitude across a reasonable spectrum of program types and the ability to work effectively in a multi-camera environment opportunities to work on multi-camera shoots access to appropriate learning and assessment support when required use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of screen content shot by the candidate in a multi-camera environment to determine whether production requirements have been met observation of the candidate setting up and operating a camera in a multi-camera environment written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFCAM401A Shoot a wide range of television content.

Range Statement

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.
Locations may include:	day exterior interior night studio.
Productions may include:	events or performances live or prerecorded television productions , e.g.: music drama comedy variety/infotainment sport studio debates news current affairs.
Production personnel may include:	camera operator designers director director of photography floor manager gaffer head of department lighting personnel other specialist staff other technical staff producer supervisor technical director.
Shots may include:	close-up cutaway shot establishing or master shot extreme close-up eye-level shot high-angle long shot low angle mid shot point-of-view shot wide shot.
Camera movements may include:	crab dolly pan static tilt track in/out zoom in/zoom out.
Documentation may include:	camera plan computer generated/manually written emails/SMS production schedule running sheets scripts shot lists.
Shoots may include:	combined video and audio function fixed/supported hand-held operation separate video and audio record functions single-camera.
Equipment and accessories may include:	cables cameras camera supports, e.g.: pedestal mounts cranes dollies track tripods spreaders fluid heads cue card holders filters headsets lenses lights special effects equipment two-way communication devices.
Talent may include:	actors general public, e.g. studio audiences, spectators interviewees interviewers journalists/reporters performers presenters.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - Camera/cinematography

Co-requisite units

Co-requisite units

CUFCAM403A Plan and implement installation of camera supports

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan for and rig all types of camera supports used in film or television production environments. A scaffolder's licence is required for the erection of camera towers and platforms.

Application of the Unit

Application of the unit	This unit focuses on the skills and knowledge required to plan, erect and install mounts for cameras for a range of television and film productions. It includes the use of camera towers, platforms, dolly tracks, jibs and cranes. Generally this work is based on camera plans provided by a technical producer. Operations assistants employed at television stations or brought in as freelancers, are usually responsible for this work, which may involve the supervision of other team members. Towers, platforms and cranes are a feature of outside broadcasts but are used for some studio productions. The use of cranes mainly involves the installation of hothead camera mounts for remote-control operation. Typical programs include coverage of sporting events, concerts, festivals, and drama and comedy productions. Skills associated with manipulating cables during productions are covered in: CUFCAM301A Shoot material for screen productions. Skills associated with rigging cabling and dolly tracks for relatively complex productions are covered in: CUFCAM302A Rig camera infrastructure. Skills associated with operating cameras mounted on moving supports are covered in: CUFCAM402A Shoot television content in a multi-camera environment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan and prepare camera mount equipment and support materials	1. With reference to camera plans, confirm equipment and support requirements for production 2. Assess risks and OHS issues associated with installing camera supports and operating cameras from supports during shoots 3. Incorporate into the planning process strategies to minimise risk and to address OHS issues 4. Identify aspects of camera plans that may require modification and negotiate changes with relevant production staff 5. Recommend alternative camera mounts where risk or cost of mount may outweigh the value of required shots 6. Purchase supplies and equipment according to agreed budgets 7. Check that equipment is operational and take appropriate action to repair faults 8. Ensure equipment and supports are available at correct locations in time for shoots 9. Complete documentation according to enterprise requirements
Erect camera platforms and towers	10. Construct platforms and towers, ensuring platforms and towers are level, secure and on solid ground and capable of holding the required maximum load 11. Secure equipment fastenings and personnel harnesses 12. Ensure operational and electrical equipment meets OHS guidelines 13. Review structures to ensure that safety issues have been addressed
Prepare cranes for camera	14. Confirm that camera cranes are in safe working order before work commences 15. Confirm the maximum safe working load of cranes before camera mounting commences 16. Display signage on crane to indicate its safe working load 17. Fix the snap plate or hothead mount according to manufacturer specifications 18. Attach cameras to mounts ensuring that they are secure, level and steady in mounts
Attach and secure cameras	19. Attach appropriate camera mounts to supports in use or direct to moving object or vehicle being used to capture shots 20. Check that power supply is appropriate and run power cables from source to cameras, including for remote-control consoles and monitors 21. Ensure that camera operators are able to operate equipment without being a hazard to personnel involved in shoots or to the general public 22. Secure cameras and cabling safely to avoid damage and exposure to the elements when unattended
Disassemble tracks, platforms and towers	23. Break down and carry equipment, employing safe lifting techniques 24. Clean and safely pack equipment to avoid damage and prepare for transport as required 25. Report and document equipment that requires repairs or maintenance according to enterprise procedures 26. Leave the worksite in the original or improved condition, ensuring that there has been no adverse impact on the site

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to interpret and provide information to others about: plans for safe construction of camera of mounts and structures safe working load requirements safe height construction technical skills sufficient to: erect support equipment, e.g. scaffolding, bolts/clamps, joiners repair and maintain camera support equipment numeracy skills sufficient to interpret budgets and cost estimates self-management and teamwork skills sufficient to: work to deadlines coordinate other team members as required respond quickly to changes in production requirements follow workplace documentation, e.g. codes of practice and operating procedures literacy skills sufficient to interpret written instructions, e.g. camera plans, construction briefs
Required knowledge
industry knowledge, including: roles and responsibilities of production team members broadcast/film language and terminology issues and challenges that arise in the context of installing camera supports for film/televisionshoots features of a range of support equipment for a range of camera types basic techniques of harnessing, rigging and fastening, including the use of ropes, lashings, carabiners, harnesses, knots and fixings OHS regulations and requirements as they relate to: statutory and legal requirements for construction of scaffolding procedures for use of electrical equipment and construction of scaffolding duty of care to colleagues and the general public

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to plan the safe installation of camera supports to meet production requirements strong teamwork capacities, including the ability to work under direction and to supervise others safe construction of a variety of rigs for moving and static objects on more than one occasion.
Context of and specific resources for assessment	Assessment must ensure: access to professional equipment based on items listed in the range statement. opportunities to work on productions that require the installation of camera supports access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance inspection of camera supports installed by the candidate to determine whether safe work practices have been followed observation of the candidate installing camera supports on location written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFCAM302A Rig camera infrastructure.

Range Statement

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.
Equipment and supports may include:	camera platforms moving mounts/object pedestals scaffolding static mounts/object towers tracks and dollies tripods.
Shoots may include:	digital film multi-camera single-camera.
Production staff may include:	camera operator director director of photography gaffer grip head of department lighting personnel other specialist staff other technical staff safety officer supervisor technical director.
Productions may include:	animated productions commercials feature films live or prerecorded television productions, e.g.: music drama comedy variety/infotainment sport studio debates news current affairs music videos outside broadcasts short films.
Locations may include:	day exterior interior night studio.
Documentation may include:	computer generated fault reports manually written production schedules rig plans stock orders stock reports.
Fastenings may include:	bolts carabiners clamps fixings harnesses joiners knots lashings ropes.
Camera cranes may include:	camera remote fluid heads gear heads hotheads motorised heads power pod.
Moving objects or vehicles used to capture shots may include:	aircraft boats cars cranes trains.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - Camera/cinematography

Co-requisite units

Co-requisite units

CUFCAM404A Pull focus

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to set up focal points and pull focus on cameras used for a wide range of screen, media and entertainment productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	First assistant camera (AC) operators or focus pullers apply the skills and knowledge outlined in this unit. They are responsible for focusing and refocusing the camera lens as actors move within the frame of each shot. They do not look though the lens to do this, but pull focus according to a set of complex marks (which are placed on the set, on the floor, on props, etc.) and by using their instincts and experience of judging focal lengths. The context for focus pulling is mainly on single-camera or multi-camera shoots where film cameras are used, e.g. feature films, documentaries, television dramas. However, the principles of focus pulling are relevant to both film and digital cameras, e.g. focal length, focus points and the attributes of different lenses. First ACs tend to work on a freelance basis and are usually selected by directors of photography (DOPs), with whom they work closely during shoots.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare to pull focus	1. Liaise with relevant production personnel and interpret and confirm appropriate focus requirements for particular shots 2. Contribute to discussions about finding the most effective way of achieving creative outcomes required of shots 3. Mount equipment according to specifications and requirements of relevant production personnel 4. Ensure equipment is compatible and positioned to avoid interference with camera operations at locations
Calculate focus points	5. Accurately measure and clearly mark focus points to plot the focus pull 6. Verify points using tape measure or eye and ensure split focus covers the depth of field requirements 7. Set and change focus to meet production requirements in consultation with relevant production personnel
Pull focus during productions	8. Liaise with relevant production personnel throughout shots 9. Check equipment is calibrated correctly and ensure camera is not disturbed while pulling focus during production 10. Maintain focus throughout shots by operating follow focus unit to predetermined points and within required timing of shots 11. Estimate and execute necessary adjustments to predetermined focus points to achieve the required image. 12. Provide feedback to relevant production personnel on completion of shots, noting problems 13. Relay information to continuity according to enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: work collaboratively as a member of a production team understand and carry out instructions and creative directions as required interpret and complete production documentation technical skills sufficient to assemble a range of cameras and lenses to meet specific shot requirements problem solving skills in the context of: anticipating and addressing equipment set-up problems responding quickly to changes as required or directed accurately judging distances in the context of marking focus points self-management skills sufficient to: prioritise work tasks and work under pressure meet deadlines seek expert assistance when problems arise initiative and enterprise in the context of making creative contributions to the process of devising camera coverage numeracy skills sufficient to make basic mathematical calculations, e.g. focal length calculation
Required knowledge
industry knowledge, including: roles and responsibilities of film/television crew members cinematographic language and terminology issues and challenges that arise in the context of pulling focus features of a range of cameras and accessories, e.g. focus follow unit framing techniques and shot composition lens theory and application, including range and characteristics of lenses concepts and techniques and understanding compatibility issues with a range of equipment sound understanding of photographic principles, such as: exposure focus tonal relationships light sources sensitivity and balancing camera interpretation of colour colour correction techniques colour temperature and compensation and how this determines the selection of gels and filters duty of care to colleagues and general public, especially on location OHS procedures, particularly as they relate to shooting on location sound understanding of the Recommended Safety Code for Film and Television

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to pull focus on a range of camera equipment and accessories to achieve required shots collaborative approach to work knowledge and application of photographic principles.
Context of and specific resources for assessment	Assessment must ensure: access to a range of equipment listed in the range statement opportunity to demonstrate facility with focal calculations in varied shooting situations access to productions that require focus pulling access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of screen content shot by the candidate to determine whether correct focusing and refocusing of the camera has occurred observation of the candidate marking focus points on location written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFCAM401A Shoot a wide range of television content CUFIND401A Provide services on a freelance basis.

Range Statement

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.
Production personnel may include:	camera operator client continuity crane crew director director of photography floor manager gaffer grips head of department lighting personnel other specialist staff other technical staff performers supervisor technical director.
Focus may include:	focus point rack focus split focus, e.g.: circle of confusion format lens focal length aperture.
Shots may include:	establishing or master shot extreme close-up eye-level shot hand-held high-angle long shot low-angle mid shot pan point-of-view shot static tilt track wide shot zoom in zoom out.
Equipment may include:	cameras camera supports, e.g.: mounts cranes dollies track tripods spreaders fluid heads filters follow focus unit lenses, e.g.: fixed zoom lights special effects equipment speed aperture unit varied speed unit.
Locations may include:	day exterior interior night outside broadcast studio.
Production requirements may include:	artistic shot requirements, e.g.: composition continuity shot type framing aesthetics movement timing duration camera position camera height and distance from subject technical.
Production may include:	animated productions commercials documentaries feature films short films.
Feedback may include:	footage lens size marks reports for continuity stop.
Problems may include:	failing light film breaks position of lights position of performers position of props position of scenery scratches soft focus.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - Camera/cinematography

Co-requisite units

Co-requisite units

CUFCAM501A Shoot material for screen productions under special conditions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to operate cameras under special conditions for film or television productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Shooting material under special conditions is undertaken by experienced camera operators. They could be working on productions that require capturing shots from moving vehicles, aircraft, trains or underwater using digital or film cameras. Shoots may involve risk situations requiring the application of safe work practices and close collaboration with production team members. Generally speaking, a director of photography or director supervises such shoots but there are circumstances where camera operators may carry responsibility for most if not all of the filming, e.g. deep underwater shoots. This unit builds on the skills acquired in: CUFCAM401A Shoot a wide range of television content CUFCAM402A Shoot television content in a multi-camera environment.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan shoot	1. Liaise with relevant production personnel to interpret and confirm overall production requirements 2. Collaborate with relevant production personnel to devise creative solutions for shoots to meet aims and needs of productions 3. Interpret camera plans, identify required special effects and create appropriate shot lists for use during rehearsals and actual shoots 4. Brief relevant production personnel assisting with shoot and determine an execution plan for specific shoots 5. Participate in pre-shoot safety briefings to ensure risks of shooting under special conditions are understood 6. Identify potential hazards and risks that may affect decisions to proceed with shoots and arrange to reduce problems where feasible
Select and set up equipment	7. Assess nature of special conditions and discuss issues with relevant production personnel 8. Select required equipment and accessories for shoots and install correctly and safely 9. Ensure equipment and accessories do not impede operations of other production personnel involved in shoot 10. Participate in rehearsals where feasible and agree to final camera shots and camera movements 11. Adjust shot lists as required
Capture shots	12. Communicate with relevant production personnel throughout shoot and operate camera according to instructions and cues received 13. Re-create and capture shots established during rehearsals and advise relevant production personnel of unavoidable variations from predetermined plans 14. Endeavour to minimise negative effects of movement of equipment and accessories on filming activity 15. Operate camera and special equipment to ensure safety of relevant production personnel and other participants involved in shoot 16. Work in cooperation with other personnel to achieve the desired camera movements and visual effects 17. Complete operations without damage to equipment and without interference to operators of moving equipment 18. Participate in debriefing sessions to evaluate effectiveness of shoots and to identify areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret creative information, scripts and images provide creative input to production planning work collaboratively with production staff and others during shoots complete workplace documentation, e.g. shot lists respond appropriately to feedback about shoots from others high levels of initiative, enterprise and creativity in the context of: demonstrating originality and innovative approaches to filming under special conditions being able to balance creative and technical requirements being flexible enough to make last-minute adjustments to planned shots if unforeseen circumstances arise during shoots self-management and problem solving skills sufficient to: solve problems and challenges during shoots in a timely and collaborative manner evaluate own contribution to creative solutions work under pressure to tight deadlines planning and organising skills in the context of planning shots to achieve required outcomes in the most efficient way, including taking account of budgetary and resource constraints technical skills sufficient to operate a range of professional camera equipment in a single-camera or multi-camera environment under a range of special conditions
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in the relevant industry sector sound understanding of artistic and technical elements associated with productions, e.g. staging, lighting, sound issues and challenges that arise in the context of filming under special conditions features of a range of cameras and accessories cinematographic language preparation of shot cards and shot descriptions production scheduling process techniques for handling cables, including their compatibility with other equipment well-developed understanding of photographic principles, such as: exposure tonal relationships focus light sources sensitivity and balancing camera interpretation of colour characteristics of lenses colour correction techniques colour temperature and compensation camera-to-subject practice/framing and composition: lens to eyeline jump cuts crossing the line matching shots general continuity features of and techniques for using light-measuring devices duty of care to colleagues and general public, especially on location OHS procedures, particularly as they relate to lifting, climbing rigs and use of electrical equipment detailed knowledge of the Recommended Safety Code for Film and Television

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to make creative contributions to the planning and execution of filming under a range of special conditions strong teamwork ethic and ability to work under direction and to deadlines ability to operate cameras and ancillary equipment in a multi-camera environment and under special conditions knowledge and application of photographic principles application of safe work practices when filming under special conditions.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through filming sequences under a range of special conditions access to a range of professional equipment currently used in the film and television industry opportunities to work on single-camera and multi-camera shoots that require filming under special conditions access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate filming under special conditions to assess candidate's ability to capture shots safely evaluation of sequences filmed by the candidate to determine candidate's ability to meet creative production requirements written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFCAM403A Plan and implement installation of camera supports.

Range Statement

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.
Production personnel may include:	director director of photography gaffer grip head of department lighting personnel news producer/director/chief of staff other specialist staff other technical staff supervisor technical director.
Production requirements may include:	artistic and style requirements creative lighting conditions location of assignment mood news stories to be covered script special effects technical.
Shoots may include:	digital film multi-camera single-camera.
Productions may include:	animated productions commercials documentaries EFP (electronic field production) ENG (electronic news gathering) feature films filmed events or performances live or prerecorded television productions music video short films.
Special effects may include:	explosions flash pots floods gunshots mechanical pyrotechnic effects rain snow storm effects, e.g. thunder, lightning wind.
Execution plan may include:	chain of communication for execution of the filming cues and signals to be used emergency action to be taken in the event of accidents route and timing of camera shots.
Special conditions may include:	filming of special effects mounted to a crane mounted to a dolly mounted to, or filmed from a moving aircraft mounted to, or filmed from a moving train mounted to, or filmed from a moving vehicle, e.g. car, truck, bus mounted to, or filmed from a moving vessel, e.g. ship, boat underwater use of a jib use of a remote-control camera use of a robotic camera.
Equipment and accessories may include:	autocue monitor cables cranes cue card holders digital cameras diopter film cameras filter wheel filters fluid heads headphones lenses lighting bulbs lighting equipment lights mounts pedestals rigs and scaffolding shot boxes special camera housings spreaders talkback tallies and return video tracks and dollies tripods underwater camera video split monitor viewfinders.
Shots may include:	close-up cutaway shot establishing or master shot extreme close-up eye-level shot high-angle long shot low-angle mid shot point-of-view shot wide shot.
Camera movements may include:	crab crane dolly pan physical relocation static tilt track in/out zoom in/out.
Special equipment may include:	camera housings, e.g. underwater housing communication equipment diving equipment harness equipment protective clothing, e.g.: helmet wetsuit identifying colour and/or signage on clothing insulated clothing fire-resistant clothing special camera housings rig, track and mount equipment sealed cabling or battery equipment.
Other participants may include:	actors ambulance and medical staff boat crew council staff divers driver of vehicle fire brigade general public, e.g. studio audiences, spectators interviewees interviewers journalists/reporters performers, e.g. stunt performers, actors pilot police presenters safety officer train driver.
Operators of moving equipment may include:	boat crew crane operator dolly operator drivers of vehicles pilots train drivers.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - Camera/cinematography

Co-requisite units

Co-requisite units

CUFCAM601A Direct cinematography for screen productions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to devise and manage camera shoots across a wide range of screen, media and entertainment productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Directors of photography (DOPs), cinematographers and senior camera operators apply the skills and knowledge outlined in this unit. The term DOP is usually associated with major feature film and documentary productions. DOPs or cinematographers are responsible for providing screen productions with their unique visual look, which involves composing shots and lighting scenes. In this key creative role, they work closely with directors and camera and lighting crews to achieve the required creative outcomes. Shoots may be either single-camera or multi-camera, using digital or film formats. Even though DOPs operate with a high level of autonomy, the final call on the composition of shots and the look of productions rests with directors. Most DOPs work as freelancers, though some may find permanent employment with major studios or production houses. A typical pathway to DOP is experience as a camera operator but others emerge from lighting departments. Skills associated with devising camera coverage in the role of director are covered in: CUFDRT604A Devise camera coverage.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for shoots	1. Participate in pre-production conferences with relevant production personnel to establish overall production requirements for shoots 2. Undertake comprehensive review of scripts or screenplays to understand fully the required artistic and visual outcomes 3. Conduct appropriate research relevant to needs of productions and contribute creative and technical solutions and ideas as required 4. Develop or refine existing camera plans according to production requirements 5. Negotiate amendments to camera plans and circulate final camera specifications to relevant production personnel 6. Prepare lists of required equipment and accessories, including supplies of stock, and arrange for acquisition in collaboration with relevant production personnel 7. Block shots for use during rehearsals and actual productions in collaboration with relevant production personnel, taking into account impact on overall production requirements 8. Assemble and brief relevant production personnel on production requirements, including equipment and accessories required for shoots 9. Follow OHS requirements as they apply to the preparation and implementation of shoots
Set up for shoots	10. Manage selection and set-up of equipment and accessories to meet planned shots, ensuring safety of relevant production personnel and other participants 11. Ensure cameras are matched correctly and check lighting is appropriate for intended shots and scenes 12. View proposed shots and set-ups through viewfinder or on monitors and make creative and technical adjustments as required 13. Participate in rehearsals, noting required changes and instruct camera and lighting crews accordingly 14. Ensure shots and lighting requirements are marked up and established to reflect artistic and style needs of the shoot 15. Maintain ongoing supervision and collaboration with relevant production personnel to maximise creative outcomes
Shoot content	16. Supervise technical and creative operations of camera shoots during productions consistent with actions devised during rehearsals 17. Monitor output of camera operations to ensure cuts and dissolves between shots produce required technical and creative outcomes 18. Operate camera where applicable while maintaining overview of creative and technical criteria 19. Ensure camera movements are planned to avoid interference with other camera operators, technical personnel or performers 20. Respond to cues received from relevant production personnel in a timely manner 21. Communicate clearly to relevant production personnel unavoidable variations from predetermined plans 22. Attend daily viewings of rushes to assess quality and relevance of recorded material and schedule reshoots where necessary
Wrap up shoot	23. Supervise dismantling, packing and storing of equipment and accessories and complete necessary documentation 24. Ensure locations are left in original or improved state 25. Participate in post-production editing activities as required, including providing additional materials, such as pick-ups 26. Participate in post-production debriefings and reflect on own performance and that of production crews, noting areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: interpret creative information, scripts and images provide creative input to production planning work collaboratively with a wide range of production staff and others during shoots, including demonstrating leadership qualities work effectively and cooperatively under direction, e.g. of director or producer deliver clear briefings to production staff respond appropriately to feedback about shoots from others negotiate solutions to problems and conflicts that arise during the process of directing camera operations high levels of initiative, enterprise and creativity in the context of: demonstrating originality and innovative approaches to realising the desired visual style and atmosphere of productions experimenting with cinematographic and narrative conventions and styles to achieve creative outcomes being able to balance creative and technical requirements being flexible enough to make last-minute adjustments to planned shots if unforeseen circumstances arise during shoots planning, organising and literacy skills in the context of: analysing complex outlines/scripts to inform decision making and planning undertaking background research to enhance understanding and appreciation of production contexts achieving required outcomes in the most efficient way, including taking account of budgetary and resource constraints planning and organising shooting lists and activities documenting camera plans and other work requirements technical skills sufficient to: operate a range of professional camera and lighting equipment in a single-camera or multi-camera environment shoot program materials at a high level using a range of film or video equipment shoot and supervise shooting for a range of program styles ensure correct exposures and colour balances of recorded content use the internet for research use standard word processing and spreadsheet applications in the context of preparing documentation in relation to devising camera coverage self-management and problem solving skills sufficient to: evaluate own contribution to creative solutions work under pressure to tight deadlines self-management and learning skills sufficient to: locate and use resources to broaden own creative experience work under pressure to tight deadlines solve problems and challenges during shoots in a timely and collaborative manner evaluate own contribution to creative solutions
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in the screen production industry sound understanding of artistic and technical elements associated with productions, e.g. staging, lighting, sound issues and challenges that arise in the context of directing cinematography features of a range of cameras and accessories attributes of a range of film and video formats and stock cinematographic language preparation of shot cards and shot descriptions production scheduling process ways of documenting camera plans techniques for handling cables, including compatibility with other equipment well-developed understanding of photographic principles, such as: exposure tonal relationships focus light sources sensitivity and balancing camera's interpretation of colour characteristics of lenses colour correction techniques colour temperature and compensation camera to subject practice/framing and composition, including: lens to eyeline jump cuts crossing the line matching shots thorough understanding of: lighting techniques and equipment editing and post-production procedures and requirements duty of care to colleagues and general public, especially on location occupational and public health and safety procedures, particularly as they relate to lifting, climbing rigs and using electrical equipment detailed knowledge of the Recommended Safety Code for Film and Television

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: effective direction of cinematography for productions that demonstrates an ability to: realise the desired visual style and atmosphere of productions plan and organise shot lists for multi-camera shoots collaborate with and direct camera and lighting crews work under direction meet production deadlines take account of production and resource constraints sound knowledge of: properties of different cameras lighting techniques photographic principles.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through planning and directing cinematography for at least two different types of productions access to a range of professional equipment currently used in the film and television industry based on items listed in the range statement opportunities to work on single-camera and multi-camera shoots access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate directing cinematography to assess candidate's ability to achieve desired effects and to work effectively with production crews and/or directors evaluation of sequences filmed by the candidate to determine candidate's ability to meet creative production requirements written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDRT604A Devise camera coverage.

Range Statement

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.
Production personnel may include:	camera operators, e.g. first assistant camera, second unit costume designer director/producer floor manager floor manager gaffer grip heads of department lighting director location manager other specialist staff other technical staff production manager set designer technical director.
Production requirements may include:	budgets film or digital production locations period, e.g. historical post-production requirements, e.g. editing style production genre style timelines/deadlines.
Shoots may include:	combined video and audio function daytime external fixed/supported hand-held operation interior location night time separate video and audio record functions single-camera studio.
Research may include:	actual events audience analysis in location for production characters cultural/historical context environment imagination/inspiration life experience locations newspapers/magazines notes paintings/photographs/sketches period review of enterprise objectives review of other productions, e.g. movies settings social analysis (current or historical).
Productions may include:	advertisements/commercials animations documentaries features interactive media live on-stage performances promotions/presentations short films television series/serials, e.g. drama training videos.
Camera plans may include discussion of:	budget implications camera movements camera set-up how creative production requirements will be met lighting requirements number of cameras required OHS considerations. personnel required positioning of sets or other physical elements shooting material under special conditions, e.g.: underwater from moving vehicles studio and/or location constraints timelines.
Equipment and accessories may include:	autocue monitor batteries cables cameras, e.g.: digital - digital Betacam, DVC Pro film - Arriflex camera supports, e.g.: pedestal mounts cranes dollies track tripods spreaders fluid heads hotheads microphones - fixed, pole, lapel change bags cue card holders headphones filters, e.g.: colour correction colour graduated: hard-edge, soft-edge, attenuated coloured, neutral density correction filters ultraviolet polarising chromatic non-specific colour enhancers lens hood lenses, e.g.: fixed zoom wide-angle macro micro magazines mobile phones special effects equipment talkback facility tape recorder two-way intercom.
Stock may include:	analogue format, e.g. Beta SP digital tape, e.g.: Beta DVC Pro mini-DV film, e.g.: 16 mm 35 mm HDTV SDTV video disks.
Shots may include:	close-up cutaway shot establishing or master shot extreme close-up eye-level shot high-angle long shot low-angle mid shot overhead shot point-of-view shot wide shot zoom.
Other participants may include:	actors ambulance and medical staff council staff fire brigade general public, e.g. studio audiences, spectators interviewees interviewers journalists/reporters performers police presenters.
Lighting requirements may include:	types of luminaires architectural fixtures digital moving (intelligent) lights key light fill light back light bounced light effect light, e.g. on backgrounds HMI (hydrargyrum medium arc-length iodide) light meters. lights and accessories, e.g.: luminaires floods moving lights gobos interior lights spot light flood light special effects units, e.g.: electrical/electronic props strobes, mirror balls and motors, smoke machines, fog machines, ultraviolet light, oil and water crackers, effects projectors theatre-based units studio and location units tungsten
Artistic and style needs may include:	aesthetics camera height and distance from subject camera position composition continuity duration framing movement shot type timing.
Camera movements may include:	crab crane rigs dolly pan physical relocations/movement tilt track in/out zoom in/zoom out.
Documentation may include:	camera plans computer generated/manually written emails/SMS equipment and accessories lists lighting plans production schedules running sheets screenplay scripts shot lists.
Editing activities may include:	aspect ratios camera videotapes colour grading computer disks frame ratio and rates retakes rushes script and script changes sound effects libraries sound tracks tempo - duration of shots and segments uncut film footage, e.g.: work prints negative prints A and B rolls.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - Camera/cinematography

Co-requisite units

Co-requisite units

CUFCMP301A Implement copyright arrangements

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement individual or collaborative copyright arrangements. This unit is related to CUFCMP501A Manage and exploit copyright arrangements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit addresses the implementation of copyright arrangements, including sourcing copyright information, gaining clearance to use other people's material and protecting material from unauthorised use. It has application to people involved in using/creating original works, including literary works, computer programs, compilations, artistic works, dramatic works, musical works, cinematograph films, sound recordings, broadcasts, photographs, photographic imagery and published works. This unit does not address assigning copyright and licensing rights. This is addressed in: CUFCMP501A Manage and exploit copyright arrangements.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Source information on copyright	1. Identify sources of information on copyright 2. Determine what is and is not protected by copyright 3. Identify and determine role of copyright collection societies 4. Check copyright legislation with appropriate person 5.
Obtain permission to use copyright material	6. Identify copyright owner's exclusive rights 7. Determine need for copyright clearance and identify potential for fair use of copyright material 8. Discuss and confirm copyright clearance issues 9. Determine if moral rights or performer's rights need to be credited 10. Obtain and accurately record copyright clearance
Protect material from unauthorised use	11. Confirm original work as being the result of individual/collaborative skill and effort 12. Discuss and formally record copyright ownership/proportional ownership 13. Identify and confirm individual/collaborative copyright responsibilities 14. Identify potential infringements to copyright and activities that will not infringe copyright 15. Apply copyright notices on creative works in a correct manner 16. Prepare, date and store documentation to track copyright requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
numeracy skills sufficient to determine the duration of copyright arrangements literacy skills sufficient to read copyright information and to complete copyright documentation learning skills sufficient to maintain knowledge of copyright issues teamwork skills sufficient to work with collaborators when discussing copyright ownership problem solving skills sufficient to recognise problems that arise from copyright ownership discussions and to seek expert advice on solving them technology skills sufficient to use documentation systems for tracking copyright requirements and for accessing/downloading copyright material
Required knowledge
basic understanding of copyright principles/legislation relevant to implementing copyright arrangements recognised procedures to determine copyright ownership function of the Australian Copyright Council as it relates to own work context

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to source information and seek appropriate assistance as required to organise copyright arrangements, and ability to apply this information to day-to-day work activities knowledge of copyright principles/legislation.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current industry information materials, such as the Copyright Act 1968, Copyright Amendment (Digital Agenda) Act 2000 and Australian Copyright Council information sheets access to an environment where copyright information can be applied and copyright ownership discussed access to appropriate personnel to check copyright legislation access to appropriate technology to source copyright information and prepare copyright documentation access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation of the candidate obtaining permission to use copyright material case studies to assess ability to identify sources of information on copyright written and verbal questioning or interview to test knowledge of the sources of information and the role of copyright collection societies problem solving activities to assess ability to recognise problems that arise from copyright ownership discussions review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND201A Develop and apply creative arts industry knowledge CUFIND301A Work effectively in the screen and media industries.

Range Statement

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.
Sources of information may include:	Australian Copyright Council copyright collection societies copyright legislation industry associations industry information sheets and journals internet libraries union publications (newsletters, magazines, bulletins and letters).
Copyright collection societies may include:	Australasian Mechanical Copyright Owners Society Ltd (AMCOS) Australasian Performing Right Association (APRA) Christian Copyright Licensing International Copyright Agency Ltd (CAL) International copyright collection societies Mediacom/LicenSing Phonographic Performance Company of Australia (PPCA) Screenrights VISCOPY Word of Life International.
Appropriate person may include:	agents/artists' managers/industry managers Australian Copyright Council representatives copyright collection society representatives employee association/union representatives industry/industry association representatives legal representatives licensers/publishers.
Exclusive rights may include:	communicating the work to the public importing the work into Australia licensing and assigning the work making an adaptation of the work making the work public for the first time performing/showing/transmitting the work in public reproducing the work.
Fair use of copyright material may include:	new exceptions for consumers and new flexible dealing exception professional advice by a lawyer, patent attorney or trade mark attorney reporting news research, study, criticism or review.
Moral rights may include the right of the creator:	not to have their work falsely attributed not to have their work treated in a derogatory way to be attributed (or credited) for their work.
Performer's rights may include:	the moral rights in performances the ownership of copyright in sound recordings the rights to control recording and communication of their performances.
Original work may include:	artistic works, e.g. paintings, drawings, cartoons, sculpture, craft work, architectural plans, buildings, photographs, photographic imagery, maps, plans, special effects make-up broadcasts, e.g. television, radio cinematograph films, e.g. film, video, DVD compilations, e.g. anthologies, directories, databases computer programs dramatic works, e.g. choreography, screenplays, plays, mime pieces, performances musical works/performances published editions sound recordings textual material, e.g. journal articles, novels, screenplays, poems, song lyrics, reports.
Copyright notices may include:	for sound recordings, the letter P (for phonogram) in a circle or in brackets is used the symbol Â©, followed by the name of the copyright owner and the year of first publication.
Documentation may include dated copies of:	artwork digital media products footage letters or other communications with people who have access to the original work manuscripts music (presented in any media or format) negatives/photographs/photographic imagery recordings scores (music/film).

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, licensing and risk - Compliance

Co-requisite units

Co-requisite units

CUFCMP501A Manage and exploit copyright arrangements

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit addresses the management and exploitation of copyright arrangements, including assigning and licensing rights and ensuring copyright is protected locally and internationally. It has application to people involved in exploiting original works, including literary works, computer programs, compilations, artistic works, dramatic works, musical works, cinematograph films, sound recordings, broadcasts, photographs, photographic imagery and published works. This unit is appropriate for artists, artists' managers, agents, industry managers, legal representatives, music licensers and music publishers.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify exploitation opportunities for original works	1. Confirm original work is protected against unauthorised use 2. Research potential for commercial exploitation of original work under copyright, intellectual property and licensing legislation 3. Seek advice, as required, to ensure that copyright issues are fully addressed in terms of copyright owners exclusive rights and the rights of others
Protect original works locally and internationally	4. Confirm original work is protected at local and international levels against illegal or unauthorised reproduction (in part or full) 5. Confirm original work is protected at local and international levels against adaptations 6. Confirm original work is protected at local and international levels against unauthorised communications 7. Research and/or obtain reliable legal advice to ensure artists'/copyright owners' rights are protected
Assign copyright of original works	8. Undertake appropriate planning in preparation to negotiate deals for original work 9. Ensure implications of assigning copyright are understood by relevant parties 10. Assign copyright to new owner according to legislative requirements 11. Confirm and agree with relevant parties the degree to which artists/publishers may control use and exploitation of original work under assignment of copyright 12. Accurately record terms of assignment of copyright into a formal contract that is signed by relevant parties
License rights to original works	13. Confirm and agree to territories in which licensing rights may be exercised with relevant parties 14. Confirm and agree to the timeframe of the licence with relevant parties 15. Confirm and agree to the terms of exploitation of the original work/licence with relevant parties 16. Confirm and agree on the creative control of the original work with relevant parties 17. Negotiate fees relevant to the context of the deal with relevant parties 18. Confirm and agree on the responsibility for enforcing copyright against infringement 19. Accurately record and store terms relating to the licensing deal into a formal contract that is signed by relevant parties
Maintain copyright documentation	20. Store copyright documentation in a secure and accessible form (for retrieval where required) 21. Identify and confirm responsibility to comply with conditions of copyright agreement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
numeracy skills sufficient to negotiate fees and to determine the term of a copyright licence literacy skills sufficient to interpret relevant legislation and to complete copyright documentation communication skills sufficient to: negotiate deals and achieve agreed outcomes interpret the needs and rights of relevant parties explain the difference between assignment and licensing of copyright explain the difference between performing/mechanical/synchronisation rights and communicating to the public rights teamwork skills sufficient to work with relevant parties when negotiating deals problem solving skills sufficient to solve problems arising from negotiating deals technology skills sufficient to use documentation systems for preparing formal contracts and recording/storing copyright agreements
Required knowledge
copyright, intellectual property and licensing legislation relevant to managing and exploiting copyright arrangements industry organisations dealing with copyright, intellectual property and licensing recognised procedures to determine copyright ownership function of the Australian Copyright Council as it relates to own work context function of copyright collection societies as they relate to copyright exploitation copyright conventions in relation to intellectual property (using, producing and protecting), publishing and new technology.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to research and/or seek appropriate assistance to manage and exploit copyright understanding of the difference between assignment and licensing of copyright understanding of the role of organisations relevant to copyright legislation and business.
Context of and specific resources for assessment	Assessment must ensure: access to copyright, intellectual property and licensing legislation, including the Copyright Act 1968 and Copyright Amendment (Digital Agenda) Act 2000 access to an environment where original work can be commercially exploited under copyright access to reliable legal advice where required access to appropriate technology to prepare copyright documentation access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation of the candidate managing and exploiting copyright arrangements case studies to assess ability to research commercial exploitation opportunities written and verbal questioning or interview to test knowledge of assigning and licensing of copyright problem solving activities to assess ability to solve problems arising from negotiating deals review of portfolios of evidence and third party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB401A Establish legal and risk management requirements of small business FNSICGEN402A Participate in negotiations.

Range Statement

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.
Original works may include:	artistic works, e.g. paintings, drawings, cartoons, sculpture, craft work, architectural plans, buildings, photographs, photographic imagery, maps, plans, special effects make-up broadcasts, e.g. television, radio cinematograph films, e.g. film, video, DVD compilations, e.g. anthologies, directories, databases computer programs dramatic works, e.g. choreography, screenplays, plays, mime pieces, performances musical works/performances published editions sound recordings/performances textual material, e.g. journal articles, novels, screenplays, poems, song lyrics, reports.
Copyright issues may include:	exploited reversion triggers length of control period after expiration of term non-exploited reversion triggers ownership of materials term of licence or assignment.
Exclusive rights may include:	communicating the work to the public importing the work into Australia licensing and assigning the work making an adaptation of the work making the work public for the first time performing/showing/transmitting the work in public reproducing the work synchronising the work translating the work.
Relevant parties may include:	agents/artists' managers/industry managers artists employee associations/union representatives industry/industry association representatives legal representatives licensers/publishers.
Licence may include:	exclusive licence implied licence non-exclusive licence.
Creative control may include:	right of approval of sub-licensing or assignments selection of material selection of producers to what extent and how the work may be recast ways in which the work is exploited.
Fees may include:	advance recouped against royalty outright fee or royalty, or a combination of both.
Documentation may include dated copies of:	artwork contracts digital media products footage letters or other communications with people who have access to the original work manuscripts music, presented in any media or format negatives/photographs/photographic imagery recordings scores (music/film).

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, licensing and risk - Compliance

Co-requisite units

Co-requisite units

CUFCOS301A Maintain costume continuity

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to maintain costume continuity for productions in the screen, media and entertainment industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Maintaining costume continuity involves ensuring consistency of the appearance of performers' costumes from one take to the next on film shoots, or between scenes requiring costume changes in live theatre productions. In film/television productions, continuity is essential to ensure smooth transitions between shots and/or scenes, thus facilitating post-production editing. The process of continuity involves tracking details of each shooting session, knowing that many scenes are shot out of sequence. Maintaining costume continuity is usually the responsibility of costume assistants, who work closely with continuity or script supervisors. The role of these people is to maintain continuity across all areas of productions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Maintain appearance of performers for continuity	1. Develop, maintain and accurately update continuity documentation on an ongoing basis throughout productions 2. Re-dress performers throughout productions to ensure continuity of appearance 3. Ensure that appropriate continuity photographs and notes are taken throughout productions and filed for reference purposes 4. Recognise possible scripted and unscripted occurrences that might impact on performers' costumes and take appropriate action 5. Make required adjustments to costumes quickly and accurately at appropriate times during productions 6. Ensure relevant personnel have access to continuity records as required 7. Undertake continuity activity with regard to the needs of others on set
Maintain condition of costumes for continuity	8. Complete minor repairs or alterations to costumes, or refer to relevant personnel, according to individual level of responsibility 9. Ensure costumes are cleaned, as required, during productions and returned to production locations to meet continuity and production requirements 10. Ensure that major repairs to costumes are undertaken with regard to continuity and production requirements
Advise on costume continuity during productions	11. Advise relevant personnel of changes to costumes and appearances 12. Advise crew and cast of approved changes to costume continuity as required 13. Advise relevant personnel of costume continuity issues according to workplace procedures and production requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: work effectively as a team member advising on costume continuity issues deal with conflict situations that arise on set with regard to costume continuity issues communicate tactfully and respectfully with performers while assisting with dressing interpret scripts and production schedules complete continuity documentation self-management skills sufficient to: work under pressure and to deadlines make required adjustments to costumes quickly and accurately during production analytical and planning skills sufficient to: record costume continuity details for performers accurately assess continuity of performers' costumes throughout productions initiative and enterprise in the context of anticipating and addressing problems that arise on set with regard to costume continuity technical skills sufficient to: use a digital stills camera to take continuity photographs use standard word processing, database and spreadsheet applications in the context of maintaining continuity documentation
Required knowledge
production etiquette and protocols continuity conventions, including: direction/line of action crossing the line eyeline types of shots angles position of camera position of performer script changes visualisation and interpretation of creative and technical concepts - sufficient to be able to coordinate all aspects of costume continuity industry knowledge, including: structure of the relevant industry sector roles and responsibilities of production personnel industry terminology well-developed understanding of the costume elements of productions administrative procedures and documentation associated with running a production duty of care to colleagues and general public OHS legislation and regulations

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to maintain continuity of performers' costumes and accessories during productions accurate documentation of costume continuity information ability to work under pressure collaborative approach to work attention to detail.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through maintaining costume continuity for at least two productions access to productions requiring a range of costume changes access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of costume continuity documentation prepared by the candidate to determine whether production requirements have been met and correct procedures followed observation of the candidate on set maintaining costume continuity written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit and to evaluate the processes used in achieving costume continuity.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUECOS302A Dress performers CUECOS303A Modify, repair and maintain costumes CUECOS02C Apply art finishing.

Range Statement

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.
Continuity documentation may be:	checklists computer generated continuity reports costume break-down lists costume plots digital photos labels manually written memos of instruction production schedules running sheets scripts videos.
Productions may include:	commercials documentaries feature films filmed events or performances live or prerecorded television productions live performances music video short films television productions theatrical productions.
Continuity of appearance may include the exact reproduction of:	appearance of costumes condition of costumes personal appearance of performers placement of accessories special requirements of action sequences.
Costumes may include:	accessories character costumes contemporary wear corsetry costume jewellery dance wear female, male, child and animal costumes millinery padding period costumes tailored costumes undergarments.
Relevant personnel may include:	costume designer costume production staff director director of photography extras floor manager head of department make-up and hair personnel other specialist staff performers producer production designer technical director wardrobe department personnel wardrobe supervisor/manager.
Repairs may include:	hand or machine sewn major minor patching.
Locations may include:	day dressing-rooms entertainment venue exterior interior night outside broadcast sound stage studio theatre.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - Costume

Co-requisite units

Co-requisite units

CUFCOS401A Make costumes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to make costumes for performances in the screen, media and entertainment industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Costume makers working on low-budget, small scale productions in the film, television and live theatre/entertainment industries apply the skills and knowledge described in this unit, which covers the making of relatively simple costumes. Even though they usually work to briefs provided by costume designers, there is scope for costume makers to be creative as they work on the designs they are given. They need to be adept at pattern drafting and familiar with a full range of sewing and finishing techniques. This work is usually undertaken with some supervision and guidance. Skills associated with making more complex costumes are covered in: CUECOS10A Make period costumes CUECOS11A Make character costumes.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Make and grade patterns for costumes	1. Confirm and discuss costume making requirements and facilities with relevant personnel and with reference to production documentation 2. Select appropriate grade plans or grade rule tables 3. Produce or adjust patterns to required specifications 4. Grade patterns manually or by computer, adjusting design, maintaining accuracy and shape, notches and other design requirements 5. Check patterns for accuracy and make adjustments as required 6. Store patterns according to workplace procedures
Lay up and cut work	7. Establish the required quantity of fabrics and other materials to minimise wastage 8. Check materials for quality, faults, width, selvedges, dye lot and marking requirements 9. Identify and assemble base and outer fabrics 10. Lay up base and self fabrics and check alignment as necessary to ensure conformance with specifications 11. Cut materials to meet requirements of patterns 12. Prepare fabric base and mount fabrics, as necessary, to achieve required stiffening or support effect
Sew costumes	13. Pin or sew fabric pieces and linings and hang, as appropriate, in readiness for assembly 14. Make adjustments and alterations to meet performers' requirements and construction specifications 15. Use appropriate techniques and equipment to sew costume pieces together to form whole costumes and attach required trimmings, fasteners and decorations 16. Press finished costumes according to requirements 17. Seek feedback from relevant personnel on costumes and participate in costume fittings with performers as required
Finish costumes	18. Make final adjustments to costumes after fitting sessions with performers 19. Press and finish costumes according to production requirements 20. Correctly label and code costumes for identification during productions 21. During productions, make alterations as required to ensure performers are comfortable and the correct costume look is maintained 22. Complete relevant documentation according to workplace procedures 23. Participate in evaluation sessions about costume aspects of productions and note areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: interpret production documentation, costume construction specifications and instructions work collaboratively as a member of a production team communicate effectively with performers during costume fitting sessions complete workplace documentation initiative and flexibility in the context of: contributing ideas about the most efficient way to construct and finish costumes to meet creative requirements making last-minute adjustments to costumes problem solving skills in the context of making costumes that fit and can be worn comfortably during productions planning and organising skills sufficient to construct costumes in a logical sequence technical skills sufficient to: use sewing machines to make costumes use computer applications in the context of producing or adjusting patterns self-management skills sufficient to: work under pressure and meet deadlines follow manufacturer specifications and enterprise policies and procedures seek expert advice when problems arise numeracy skills sufficient to measure materials and fit costumes
Required knowledge
industry knowledge, including: structure of relevant industry sector roles and responsibilities of personnel in relevant industry sector broad understanding of artistic and technical elements of productions issues and challenges that arise in the context of making costumes well-developed understanding of the properties of different fabrics principles and techniques of costume construction and fitting techniques for making alterations to costumes and applying trims OHS procedures as they relate to the safe use of equipment and materials to make costumes

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: making of costumes that meet production requirements and demonstrate an ability to: make and grade patterns lay up and cut work sew and finish costumes meet deadlines collaborative approach to work attention to detail.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the making of a range of costumes for at least two productions access to materials and equipment as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of costumes made by the candidate to determine whether production requirements have been met and correct procedures followed observation of the candidate during fitting sessions with performers to assess communication and problem solving skills written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFCOS402A Construct costume components LMTFD4011A Cut fabrics for prototype design LMTFD4013A Grade 2D patterns.

Range Statement

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.
Costumes may include:	accessories basic styles, e.g.: pants shorts skirts blouses contemporary wear corsetry costume jewellery dance wear female, male, child and animal costumes millinery padding pre-production toiles tailored costumes undergarments.
Facilities may include:	dressing-rooms fitting rooms furniture and equipment production space storage units and space.
Relevant personnel may include:	costume designer costume maker costume production staff director make-up and hair personnel other specialist staff performers production manager wardrobe department personnel wardrobe supervisor/manager.
Documentation may include:	call sheets computer generated costume break-down lists costume patterns costume plots descriptive costume checklists manually written manufacture schedules manufacturer specifications/instructions measurement charts memos of instruction operational/project plan production schedules running sheets scripts.
Specifications may include:	costume and undergarment requirements ease allowances gender and figure proportions performance requirements.
Materials may include:	cutting blades fabric fasteners haberdashery pattern paper solutions thread trim.
Techniques may include:	cutting hand sewing machining tailoring.
Equipment may include:	clothing storage and transportation bag coat hangers conversion tables cutting boards and tables dressmaker's dummies dyeing facilities glue guns hand-held cutting machines hanging racks industrial or domestic irons, presses and steamers laundry facilities, e.g. washing machines, dryers measuring tapes overlockers portable or fixed sewing machines, industrial or domestic scissors and cutters spray guns tools, e.g. wire cutters, hammers, pliers wardrobe base: studio/location or production office.
Finishing may include:	fitting trims fitting fasteners hemming costumes.
Productions may include:	commercials documentaries feature films filmed events or performances live or prerecorded television productions live performances music video short films television productions theatrical productions.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - Costume

Co-requisite units

Co-requisite units

CUFCOS402A Construct costume components

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to construct typical components for costumes. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Costume construction often involves the integration of individualised sewing and construction techniques with a variety of other independent classic or standard techniques that are common to many costume designs. This unit focuses on the use of systematic and efficient methods of constructing classic and individualised costume components suitable for use in costumes for screen, media and entertainment productions, with particular emphasis on functionality, durability, comfort for the wearer and compliance of the finished component with design specifications. More complex costume making skills and knowledge are covered in: CUECOS10A Make period costumes CUECOS11A Make character costumes.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for construction of costume components	1. In consultation with relevant personnel, identify costume component requirements, including the relationship of components to whole costumes 2. Determine and confirm the functionality of components 3. Confirm costume specifications and production schedule 4. Select construction techniques appropriate to costumes, fabrics and functionality 5. Plan a sequence of operations 6. Select and prepare appropriate machinery and equipment
Produce a range of costume components	7. Use sequence of operations in the construction process 8. Apply OHS procedures in the workroom when using sewing and cutting machinery to produce components 9. Use efficient construction methods that promote quality outcomes 10. Handle combinations of various fabrics and notions during the construction process 11. Produce sample components using a range of specific costume construction techniques 12. Ensure that components meet functional requirements 13. Seek feedback on samples from relevant personnel and agree on modifications or improvements 14. Finish costume components within agreed timeframes
Document costume construction techniques	15. Compile work samples showing the development of techniques and components 16. Document techniques and methods of achieving components for future reference 17. Include completed components and the sequence of operations for components in a reference portfolio 18. Reflect on process of constructing components and note areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: interpret production documentation, costume component specifications and instructions work collaboratively as a member of a production team develop a sequence of operations for the construction of costume components complete workplace documentation compile a portfolio of work samples with documentation initiative and flexibility in the context of: contributing ideas about the most efficient way to construct costume components to meet specifications modifying and adjusting costume components problem solving skills in the context of using the most efficient and effective construction methods that will meet the functional requirements of costumes within a production context planning and organising skills sufficient to construct costume components in a logical manner according to the sequence of operations technical skills sufficient to: use sewing machines and relevant equipment to construct costume components cut fabrics and materials for components self-management skills sufficient to: work under pressure and meet deadlines follow manufacturer specifications and enterprise policies and procedures seek expert advice when problems arise numeracy skills sufficient to measure materials and estimate quantities of and sizes of materials and notions
Required knowledge
industry knowledge, including: structure of the relevant industry sector sources of supply of materials, accessories and notions roles and responsibilities of personnel in the relevant industry sector broad understanding of the artistic and technical elements of productions well-developed understanding of the properties and characteristics of different fabrics principles and techniques of sewing textiles OHS procedures as they relate to the safe use of equipment and machinery to make costume components

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to determine and source fabrics and notions required for construction of costume components construction of costume components that meet specifications and production requirements and demonstrate an ability to: use sewing machinery competently and safely develop and follow a sequence of operations sew and finish costume components that meet aesthetic and functional requirements ability to meet deadlines attention to detail.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the making of a wide range of costume components access to fabrics, notions and equipment as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of costume components made by the candidate to determine whether costume requirements and specifications have been met and whether the sequence of operations was logical and efficient observation of the candidate during construction sessions to assess safe and confident use of machinery and equipment and problem solving skills written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFCOS401A Make costumes.

Range Statement

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.
Costume components may include:	aesthetic and functional costume features, e.g.: binds boning channels casings decorative closures decorative custom-made trims eyelets fastenings frills hem finishes lace edgings lace insertions panes/slashes plackets pockets rouleau standard closures tabs and bands Tudor ruffs mounted fabrics, interlinings and linings.
Functionality may include:	a 'decorative' component a 'working' component care requirements comfort for the wearer compatibility of materials used for component with complete costume durability according to the performance and production manufacturer specifications/instructions.
Sequence of operations may include:	efficiencies fabric handling requirements fabric positioning machinery and equipment required systems techniques timing.
Equipment may include:	clothing storage and transportation bag coat hangers conversion tables cutting boards and tables dressmaker's dummies dyeing facilities glue guns hand-held cutting machines hanging racks industrial or domestic irons, presses and steamers laundry facilities, e.g. washing machines, dryers measuring tapes overlockers portable or fixed sewing machines, industrial or domestic scissors and cutters spray guns tools, e.g. wire cutters, hammers, pliers wardrobe base: studio/location or production office.
Fabrics and notions may include:	commercial trims custom-made trims fastenings haberdashery sewing threads textiles, e.g.: costume fabrics base fabrics interlinings/backings linings interfacings wadding.
Relevant personnel may include:	costume designer costume production staff make-up and hair personnel other specialist staff production manager wardrobe department personnel wardrobe supervisor/manager.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - Costume

Co-requisite units

Co-requisite units

CUFCOS403A Construct blocks for period costumes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to construct period blocks as a basis for pattern development. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Costume cutters develop patterns using a range of methods. With flat pattern making, the basic tool is a pattern block. When cut in fabric and worn over the complementary corsetry or underpinnings, this template forms a close, body-fitting silhouette characteristic of the particular period. Costume workrooms or studios have a library of pattern blocks of varying shapes and sizes reflecting different historical silhouettes. These are used as a starting point by pattern cutters who modify them to meet costume design and performers' requirements. Blocks can be constructed from taken and calculated measurements using flat pattern making methods, or can be draped on a dress form using muslin or calico. The resultant shapes are then squared, aligned and transferred to pattern board. This work is usually undertaken with some supervision and guidance. The skills acquired in this unit can be applied in the following units: CUFCOS404A Cut and drape costumes CUFCOS503A Cut and drape complex period costumes.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for block construction.	1. Research changing fashion silhouettes throughout Western history and identify major milestone features 2. In consultation with relevant personnel, identify the silhouettes for which blocks are to be constructed 3. Take and record measurements of dress form or performers over the relevant underpinnings or corsetry 4. Determine appropriate block construction method
Develop period blocks	5. Produce original period blocks to specified sizes 6. Test toile blocks and record adjustments 7. Transfer adjustments from toiles to construction 8. Retest patterns in toile form
Finalise blocks	9. Transfer adjustments from retest to construction and patterns 10. Finalise patterns 11. Label block patterns 12. Complete documentation according to enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: research and trace the changing silhouettes of fashion throughout Western history communicate effectively with performers during toile fitting sessions complete workplace documentation initiative and flexibility in the context of: conducting self professionally and ethically during the fitting of corsetry and undergarments and measurement taking sessions making adjustments to toiles during fittings problem solving skills in the context of making basic blocks that fit and are an accurate template for further pattern development for period costumes planning and organising skills sufficient to schedule fittings with performers at times when the work will be at the appropriate stage of development technical skills sufficient to: use sewing machines to make toiles use computer applications in the context of producing or adjusting period blocks self-management skills sufficient to: work under pressure and meet deadlines follow manufacturer specifications and enterprise policies and procedures seek expert advice when problems arise numeracy skills sufficient to take and calculate measurements for block construction
Required knowledge
industry knowledge, including: structure of the relevant industry sector roles and responsibilities of personnel in the relevant industry sector broad understanding of the artistic and technical elements of productions well-developed understanding of the human figure in the context of constructing blocks for period costumes to fit different shapes and sizes a knowledge of Australian standards measurements an understanding of fashion silhouettes that define particular times in Western history principles and techniques of block construction and fitting techniques for making alterations to basic blocks OHS procedures as they relate to the safe use of equipment and machinery to make patterns and toiles

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of period blocks that meet period, size and fit requirements and demonstrate an ability to: apply an understanding of the silhouette of a particular historical period to block construction take accurate body measurements select and prepare a dress form/dressmaker's dummy according to body size and measurements construct period blocks using the taken measurements conduct test fittings in toile form solve fit and silhouette problems produce a final period block pattern to fit an individual ability to meet deadlines collaborative approach to work attention to accuracy.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the construction of blocks that reflect the silhouettes of at least three periods in Western history practical demonstration of skills to prepare a dress form/dressmaker's dummy to reflect the size and measurements of the person for whom the block is being constructed access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of work samples and pattern library and third-party workplace reports of on-the-job performance evaluation of period blocks constructed by the candidate to determine whether size and silhouette requirements have been met and correct procedures followed observation of the candidate during measurement taking and fitting sessions with performers to assess communication and problem solving skills written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: LMTFD4015A Create pattern from a block to meet customer specifications.

Range Statement

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.
Western history may include:	periods in English, and European, history from the 10th to 20th century.
Major milestone features may include:	1920s 19th century Elizabethan Empire Tudor period.
Relevant personnel may include:	costume designer costume production staff director floor manager performers production manager other specialist staff stage manager wardrobe department personnel wardrobe supervisor/manager.
Test toile may include compliance with:	garment and undergarment requirements gender and figure proportions performance requirements size and measurements.
Label block patterns may include:	cutting instructions date of construction grain line name of each pattern piece name of performer /production number of pattern pieces in a set size/main body measurements style/period.
Documentation may include:	appointment scheduling book costume production schedule design specification sheet size and measurement sheet.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - Costume

Co-requisite units

Co-requisite units

CUFCOS404A Cut and drape costumes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to produce patterns for performance costumes using 2D and 3D methods. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Costume cutters making costumes for productions in the film, television and live theatre/entertainment industries apply the skills and knowledge described in this unit. Even though they usually work to briefs provided by costume designers, there is scope for costume cutters to be creative as they work on designs they are given. They need to be adept at interpreting sketches from costume designers, proportioning, and developing patterns through a combination of flat pattern making and construction, and pattern draping (moulage) of fabric onto a 3D dress form over corsetry and undergarments or underpinnings. Costume cutters also need to be familiar with a full range of sewing and finishing techniques. Costume cutting and draping at this level is usually undertaken with some supervision and guidance. Skills associated with more complex costume cutting and draping are covered in: CUFCOS503A Cut and drape complex period costumes.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for pattern cutting and draping of costumes	1. Confirm costume design and production requirements in consultation with relevant personnel 2. Prepare tools and equipment 3. Research and record relevant historical aspects of costume designs 4. Take and record performers' measurements 5. Identify special costume functional requirements of performers and performances and contribute ideas about the most effective way to achieve creative requirements 6. Document costume specifications 7. Produce a plan of action for pattern development
Develop patterns for costumes.	8. Select appropriate method of pattern development 9. Proportion costume designs on dress stands 10. Use pattern blocks or muslin on dress forms to develop or drape patterns 11. Engineer costume patterns 12. Conduct test toile trials and fittings and make adjustments as required 13. Seek approvals/concurrence from costume supervisors or designers 14. Modify patterns according to toile 15. Finalise and label costume patterns
Compile component requirements for costumes	16. Use patterns and design specifications to calculate accurate quantities of fabric and notions 17. Record requirements and quantities 18. Source requirements 19. Plan lay marker according to fabric dimensions 20. Spread fabrics according to plans 21. Place patterns on fabrics and cut according to cutting instructions 22. Compile cut pieces and components ready for construction

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
planning and organising skills sufficient to follow a pattern development plan of action self-management skills sufficient to: work under pressure and meet deadlines follow costume design specifications and enterprise policies and procedures seek expert advice when problems arise communication, literacy and teamwork skills sufficient to: interpret production documentation, costume design specifications and instructions conduct independent research to assist in the accurate interpretation of costume designs work collaboratively as a member of a production team communicate and negotiate with suppliers of costume components communicate effectively with costume designers and performers during costume toile fitting sessions write or communicate pattern cutting instructions complete workplace documentation initiative and flexibility in the context of: contributing ideas about the most efficient way to cut and drape patterns for costumes to meet creative and construction requirements making adjustments to costume toiles and patterns in response to trials problem solving skills in the context of making costume patterns that meet costume design requirements technical skills sufficient to: use the basic principles of pattern development pivoting square blocking contour sectioning use computer applications in the context of producing or adjusting patterns drape fabrics on a dress form to produce patterns (moulage) numeracy skills sufficient to measure materials and estimate quantities
Required knowledge
industry knowledge, including: protocols between costume cutters, costume supervisors, costume designers and performers roles and responsibilities of personnel in the relevant industry sector broad understanding of the artistic and technical elements of productions relationship between costume designs and final patterns well-developed understanding of the properties of different fabrics and their suitability for specified designs principles and techniques of pattern cutting pattern engineering principles and techniques of costume construction OHS procedures as they relate to the safe use of machinery, equipment and materials to make patterns

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to interpret costume designs ability to conduct research and apply findings to costume pattern development making of patterns for costumes that meet design, production and performers' requirements and demonstrate an ability to: develop patterns for costumes using flat pattern cutting develop patterns for costumes by draping (moulage) methods engineer patterns and conduct test trials on performers ability to meet deadlines collaborative approach to work attention to accuracy and detail.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the development of patterns for a variety of costume designs using a range of cutting and draping methods access to tools and equipment as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of patterns and third-party workplace reports of on-the-job performance evaluation of cutting and patterns made by the candidate to determine whether costume design requirements observation of the candidate during pattern engineering and fitting sessions with performers to assess communication, analytical and problem solving skills written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit have been met and correct procedures followed.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUECOS12B Make costumes for dance and physical theatre CUECOS10B Make period costumes.

Range Statement

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.
Relevant personnel may include:	costume cutter costume designer costume maker costume production staff director make-up and hair personnel other specialist staff performers production manager wardrobe department personnel wardrobe supervisor/manager.
Tools and equipment may include:	calico or muslin cotton tape cutting tables dress forms/dressmaker's dummies hand-held cutting machines measuring tapes pattern board/paper pattern hooks pattern making table pen, pencil, rubber, pins ruler scissors and cutters tracing wheel.
Costume designs may include:	child contemporary designs costumes that do not require elaborate underpinnings or structures female historical reproduction designs male.
Costume functional requirements may include:	allowance for multiple sizing comfort durability extra movement capabilities production requirements requirements for performance genre safety.
Costume specifications may include:	costume and undergarment requirements ease allowances fabric and trim requirements gender and figure proportions performance requirements.
Plan of action may include:	determining fitting positions in relation to designs schedule of fittings selection of pattern development methods sequencing of development.
Proportioning costume designs may include:	making a test toile for a performer and checking the design in 3D seeking approvals from costume supervisor or designers before transferring 3D plans to flat patterns transferring 3D placement to flat patterns using a dress form/dress maker's dummy to position or place design lines in 3D.
Engineering may include:	adjusting and modifying pattern development evaluating tests or trials progressively testing parts of patterns or designs on a 3D form.
Costume patterns may include:	cardboard computer generated muslin/calico paper.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - Costume

Co-requisite units

Co-requisite units

CUFCOS501A Manage an off-site wardrobe department

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage an off-site wardrobe department. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Wardrobe supervisors in the screen, media and entertainment industries apply the skills and knowledge described in this unit. On feature film or television drama shoots, they oversee the day-to-day running and use of the wardrobe on set. They manage on-set staff (e.g. costume assistants) and ensure that costumes are cleaned, ironed and ready for use according to shooting schedules. Wardrobe supervisors are also responsible for organising the transport of costumes to sets or locations, and for ensuring that all items of equipment, e.g. sewing machines, steamers and irons are available and in working order. Good organisational skills are necessary, along with attention to detail and the flexibility to deal with last-minute changes to wardrobe requirements. Even though wardrobe supervisors work with a high degree of autonomy, they are members of a production team and generally report to costume designers/supervisors or production managers.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Establish an off-site wardrobe area	1. Clarify off-site wardrobe requirements in consultation with relevant personnel and with reference to production documentation 2. If appropriate, carry out a site inspection to determine the most appropriate location for an off-site wardrobe department 3. Document plans for the establishment of off-site wardrobe departments according to enterprise procedures 4. Ensure that power supply and facilities are sufficient to meet wardrobe needs for productions 5. Ensure that wardrobe areas are linked to sets via communication lines/phone and that light quality is suitable for working 6. Conduct pre-departure checks on equipment to be used off-site 7. Complete required stock orders and ensure availability in time for productions 8. Coordinate the safe and efficient transport of wardrobe equipment and costumes to off-site locations
Coordinate wardrobe operations	9. Check and document the condition of items transported to production sites, including those from specialist manufacturers and hirers 10. Check and document the condition of hired items or specially manufactured items, on receipt 11. Document shortages or damaged items according to enterprise procedures 12. Secure costume items and accessories to minimise theft or damage 13. Supervise the maintenance and cleaning of costumes and accessories as required. 14. Oversee costume continuity, taking into account last-minute changes to production schedules or scripts 15. Deal with operational problems promptly and efficiently and, as required, alert relevant personnel to action taken 16. Liaise with colleagues in other departments during productions to ensure a coordinated, holistic approach to production services e and cleaning of costumes and accessories as required
Disassemble off-site wardrobe department	17. Clean and safely pack wardrobe equipment and costumes to avoid damage and prepare for transport as required 18. Document equipment that is damaged and requires maintenance and report to relevant personnel 19. Leave worksites in the original or improved conditions, ensuring that there has been no adverse impact on sites

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: interpret production documentation liaise with a wide range of production staff supervise team members convey changes to wardrobe requirements in an effective and efficient manner complete workplace documentation initiative and flexibility in the context of: dealing with last-minute changes to wardrobe requirements undertaking a range of tasks concurrently capacity to solve problems while under pressure with minimum disruption to work flows technical skills sufficient to: use standard word processing, database and spreadsheet applications in the context of coordinating wardrobe operations supervise costume maintenance self-management skills sufficient to: work under pressure and meet deadlines follow manufacturer specifications and enterprise policies and procedures numeracy skills sufficient to interpret budgets and cost estimates
Required knowledge
a well-developed understanding of administrative procedures associated with providing wardrobe services industry knowledge, including: structure of the relevant industry sector roles and responsibilities of personnel in the relevant industry sector broad understanding of the artistic and technical elements of productions duty of care to colleagues and the general public, especially on location OHS procedures as they relate to providing wardrobe services

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: effective operation of an off-site wardrobe department that demonstrates an ability to: correctly interpret production documentation take into account factors such as venue and transport requirements, type of production, and resource and budgetary constraints meet production requirements supervise others effective verbal and written communication skills attention to detail collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through operating an off-site wardrobe department for at least two productions access to productions that require an off-site wardrobe department access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of documentation prepared by the candidate to determine whether relevant factors have been identified and dealt with appropriately observation of the candidate managing a wardrobe department on location written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit and to evaluate the processes used in developing and realising creative concepts.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUETEM01C Coordinate production operations BSBMGT515A Manage operational plan.

Range Statement

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.
Relevant personnel may include:	costume designer costume production staff director director of photography floor manager head of department make-up and hair personnel other technical/specialist staff performers producer production designer supervisor technical director wardrobe department personnel.
Documentation may include:	budgets confirmation of receipt and dispatch notes continuity documentation costume break-down lists costume plots descriptive costume checklists fault reports hire agreements manufacturer specifications/instructions memos of instruction operational/project plan production schedules running sheets scripts stock orders stock reports.
Facilities may include:	dressing-rooms fitting rooms furniture and equipment production space storage units and space.
Productions may include:	commercials documentaries feature films filmed events or performances live or prerecorded television productions live performances music videos short films television productions theatrical productions.
Equipment may include:	clothing storage and transportation bags coat hangers conversion tables cutting boards and tables dressmaker's dummies dyeing facilities glue guns hand-held cutting machines hanging racks industrial or domestic irons, presses and steamers laundry facilities, e.g. washing machines, dryers measuring tapes overlockers portable or fixed sewing machines, industrial or domestic scissors and cutters spray guns tools, e.g. wire cutters, hammers, pliers wardrobe base: studio/location or production office.
Stock may include:	cutting blades fabric fasteners haberdashery pattern paper solutions thread trim.
Safe and efficient transport involves ensuring that:	costume items are packed and handled in a way that avoids damage to items costume items arrive in time at the correct location instructions to transport provider are clear, accurate and complete transportation method is: suitable for the nature and quantity of costumes appropriate for the location.
Costumes may include:	accessories character costumes contemporary wear corsetry costume jewellery dance wear female, male, child and animal costumes millinery padding period costumes tailored costumes undergarments.
Locations may include:	day entertainment venue exterior interior night outside broadcast sound stage studio theatre.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - Costume

Co-requisite units

Co-requisite units

CUFCOS502A Design and construct costume corsetry and undergarments

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design and construct corsetry and undergarments for costumes for performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Costume makers working on productions in the film, television and live theatre/entertainment industries apply the skills and knowledge described in this unit. Costumes often require structured underpinnings in the form of corsetry and undergarments to give costumes a particular silhouette when worn by performers. This is particularly true of costumes that are based on the fashion of periods in history, such as the crinolines of the early Victorian period that require bell-shaped cage structures, under skirts and hour-glass corsetry under bodices. Even though they usually work to briefs provided by costume designers, there is scope for costume makers to be creative as they work on the designs they are given. They need to be adept at pattern drafting and familiar with a full range of sewing and finishing techniques. This work is usually undertaken with minimal supervision and guidance. Skills associated with making the more complex costumes to be worn over these undergarments are covered in: CUECOS10A Make period costumes CUECOS11A Make character costumes.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Construct patterns for period and contemporary corsets and undergarments	1. Confirm and discuss corsetry and undergarment requirements with relevant personnel and with reference to production documentation 2. Determine and take body measurements required for pattern construction 3. Calculate measurements required for construction 4. Record measurements according to enterprise procedures 5. Use taken and calculated measurements to construct corset and undergarment patterns 6. Test toiles for patterns and make adjustments to fit or proportioning 7. Transfer adjustments to the construction or patterns 8. Make final patterns with cutting instructions, and necessary pattern labelling 9.
Lay up and cut corsets and undergarments	10. Estimate metreage of fabric required according to final patterns 11. Lay fabric and place patterns according to cutting instructions 12. Cut materials to meet pattern requirements 13. Transfer necessary notches and balance points from patterns to fabrics
Sew and finish corsets and undergarments	14. Determine components required in consultation with relevant personnel 15. Pin or sew fabric pieces and components using a systematic sequence of operations 16. Fit corsets or undergarments during assembly and make adjustments and alterations to meet performers' requirements and construction specifications 17. Use appropriate techniques and equipment to sew fabric and component pieces together to form undergarments 18. Label finished corsets and undergarments according to requirements.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: interpret production documentation, costume construction specifications and instructions work collaboratively as a member of a production team communicate effectively with performers during costume fitting sessions complete workplace documentation initiative and flexibility in the context of: contributing ideas about the most efficient way to construct and finish corsetry and undergarments to meet creative requirements making last-minute adjustments to corsetry and undergarments problem solving skills in the context of making corsetry and undergarments that fit and can be worn comfortably during productions planning and organising skills sufficient to construct corsetry and undergarments in a logical sequence technical skills sufficient to: use sewing machines to make corsetry and undergarments use computer applications in the context of producing or adjusting patterns self-management skills sufficient to: work under pressure and meet deadlines follow manufacturer specifications and enterprise policies and procedures seek expert advice when problems arise numeracy skills sufficient to measure materials and fit corsetry and undergarments
Required knowledge
industry knowledge, including: structure of the relevant industry sector roles and responsibilities of personnel in the relevant industry sector broad understanding of the artistic and technical elements of productions well-developed understanding of the properties of different fabrics principles and techniques of corsetry and undergarment construction and fitting techniques for making alterations to patterns after fittings testing patterns in toile-form before finalising patterns OHS procedures as they relate to the safe use of equipment and materials to make corsetry and undergarments

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: construction of a range of period and contemporary corsetry and undergarments to be worn with costumes that meet production requirements and demonstrate an ability to: construct patterns using taken and calculated measurements lay up and cut work sew, fit and finish corsetry and undergarments ability to meet deadlines collaborative approach to work attention to detail.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the design and construction of a range of corsetry and undergarments that underpin a variety of period silhouettes access to materials and equipment as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of corsetry and undergarments made by the candidate to determine whether production requirements have been met and correct procedures followed observation of the candidate during fitting and toiling sessions to assess communication and problem solving skills written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: LMTFD4011A Cut fabrics for prototype designs LMTFD4015A Create pattern from a block to meet customer specifications.

Range Statement

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.
Corsetry may include:	19th century corsets contemporary corsets Tudor corsets other period corsets.
Undergarments may include:	bustles cage crinolines pads panniers rolls wheel farthingales.
Relevant personnel may include:	costume designer costume maker costume production staff director make-up and hair personnel other specialist staff performers production manager wardrobe department personnel wardrobe supervisor/manager.
Documentation may include:	call sheets computer generated costume break-down lists costume patterns costume plots descriptive costume checklists manually written manufacture schedules manufacturer specifications/instructions measurement charts memos of instruction operational/project plan production schedules running sheets scripts.
Body measurements may include:	bust rise bust/chest high hip/abdominal extension hips leg length length of back length of skirt midriff waist.
Measurements may include:	across back width armhole width front width length of front neck under-arm level upper-arm width.
Test toiles may include:	assembling paper patterns and placing on 3D forms calico testing of pattern parts testing whole patterns in calico.
Pattern labelling may include:	cutting instructions grain line name of pattern piece number of pattern pieces in a set pattern style name performer's name size.
Materials may include:	calico canvas coutil or other suitable corsetry textile interfacing lace lawn wadding.
Components may include:	bias binding busks crin steel eyelets fasteners/hooks and bars/snaps haberdashery lacing plastic and spiral boning twill tape.
Techniques may include:	cutting hand sewing machining.
Equipment may include:	emery paper eyelet machine pattern making rulers pencils pins scissors sewing machines stiletto wire cutters.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - Costume

Co-requisite units

Co-requisite units

CUFCOS503A Cut and drape complex period costumes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to produce patterns for complex period costumes using 2D and 3D methods. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Costume cutters working on productions in the film, television and live theatre/entertainment industries apply the skills and knowledge described in this unit. They are responsible for researching historical and cultural material to assist with the interpretation of costume designs, and for cutting and draping complex period costumes by developing patterns using advanced 2D and 3D techniques. Even though they usually work to briefs provided by costume designers, there is scope for costume cutters to be creative as they work on the designs they are given. They need to be adept at researching scripts, films, plays, books and historical data as primary sources of information to assist with the interpretation of costume designs and to ensure that the final costumes are true to the costume designer's vision. Costume cutters take performers' measurements and proportion costume designs accordingly. They develop and cut patterns through a combination of flat pattern making and construction, and pattern draping (moulage), of fabric onto a 3D dress form over corsetry and undergarments or underpinnings. Costume cutters also need to be skilled in a full range of complex sewing and finishing techniques. Costume cutters at this level self-manage the costume cutting and draping process and liaise directly with costume designers and performers when conducting trials and seeking approvals.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	CUFCOS404A Cut and drape costumes

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan pattern development	1. Confirm costume design requirements and materials to be used in consultation with relevant personnel 2. Conduct research to assist with the interpretation of costume designs and the identification of design elements or components 3. Record relevant historical aspects of costume designs 4. Take, record and analyse performer's measurements as the basis for customising the proportioning of costume designs 5. Identify special costume functional requirements of performers and performances and consider the most effective way to achieve creative requirements 6. Document costume specifications 7. Produce a plan of action for pattern development
Prepare for draping	8. Prepare dress form or dressmaker's dummy for draping 9. Map costume design proportions on a dress stand 10. Select or construct the required underpinnings for the dress form 11. Determine which parts of the costume design will be draped and which parts will be flat pattern made 12. Check size and proportioning of prepared dress form in relation to performer's size and costume design
Cut and drape complex costumes	13. Select draping fabrics that have similar characteristics to the costume fabrics to be used 14. Cut and drape parts of the costume commencing from under-layers and working outwards 15. Combine all parts of the costume into a test toile 16. Conduct test toile trials and fittings on performers and make adjustments as required 17. Seek approvals/concurrence from costume designer 18. Engineer and finalise patterns
Compile components for costume construction	19. Calculate and record accurate quantities of fabric and notions using test toile, patterns and design specifications 20. Source requirements 21. Lay fabrics 22. Transfer markings and shapes of patterns or deconstructed toile onto fabrics and cut 23. Compile cut pieces and components ready for construction 24. Develop a sequence of operations for the construction of complex period costumes 25. Provide instructions to relevant personnel on construction procedures and timelines as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: interpret production documentation, costume design specifications and instructions conduct independent research to assist in interpretation of costume designs work collaboratively with costume designers communicate and negotiate with suppliers communicate effectively with costume designers and performers during costume toile fitting sessions write or communicate costume construction instructions to others complete workplace documentation initiative and flexibility in the context of: contributing ideas about the most effective way to cut and drape patterns for period costumes to realise costume designs making adjustments to costume toiles and patterns in response to trials problem solving skills in the context of engineering complex period costume patterns that meet costume design requirements planning and organising skills sufficient to combine various pattern making and pattern engineering techniques to produce the required costume designs technical skills sufficient to: combine complex principles of pattern development use computer applications in the context of producing or adjusting patterns drape fabrics on a dress form to produce patterns (moulage) self-management skills sufficient to: work under pressure and meet deadlines follow costume designer's specifications and enterprise policies and procedures seek expert advice numeracy skills sufficient to: work within a budget measure materials and estimate quantities
Required knowledge
industry knowledge, including: protocols between costume cutters, costume designers and performers roles and responsibilities of personnel in the relevant industry sector broad understanding of the artistic and technical elements of productions relationship between costume designs and test toiles well-developed understanding of the properties of different fabrics and their suitability to specific designs principles and techniques of pattern cutting pattern engineering principles and techniques of costume construction OHS procedures as they relate to the safe use of machinery, equipment and materials to make patterns.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to interpret costume designs ability to conduct research and apply findings to assist with the interpretation of costume designs application of cutting and draping techniques for complex period costumes that: reflect costume design requirement fit performers meet production requirements development of patterns that demonstrate an ability to: use flat pattern cutting use draping (moulage) methods engineer and test patterns from both methods to produce the best result ability to meet deadlines ability to work within a budget collaborative approach to work attention to accuracy and detail.
Context of and specific resources for assessment	Assessment must ensure: access to research material practical demonstration of skills through the development of patterns for a variety of complex period costume designs using a range of cutting and draping methods access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of patterns and third-party workplace reports of on-the-job performance evaluation of patterns and cutting made by the candidate to determine whether costume design requirements have been met and correct procedures followed observation of the candidate during pattern draping, engineering and fitting sessions with performers to assess communication, analytical and problem solving skills written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUECOS10B Make period costumes.

Range Statement

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.
Relevant personnel may include:	costume cutters costume designer costume makers costume production staff director make-up and hair personnel other specialist staff performers production manager wardrobe department personnel wardrobe supervisor/manager.
Preparing dress form may include:	adjusting height to match performer covering the padded dress form with a two-way stretch 'sleeve' labelling a dress form with performer's name and date padding a dress form to replicate a performer's measurements removing previously used additions to the surface of a dress form selecting the nearest size to the performer taping the main body control lines onto the dress form (using narrow tape), e.g.: bust waist hip centre front centre back side high neckline across back armhole chest line bust separation.
Mapping costume design proportions may include:	mapping proportion lines of costume designs onto dress forms using narrow tape of a different colour to that used for main body control lines.
Underpinnings may include:	bustles cage crinolines other underpinnings that form a silhouette or illusion pads and rolls panniers period or contemporary corsets Spanish farthingales wheel farthingales.
Parts may include:	parts to be draped, e.g.: voluminous skirts over underpinnings fitted skirts over underpinnings fitted bodices and jackets over underpinnings parts to be flat pattern made, e.g.: fitted sleeve heads fitted trousers stand collars.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - Costume

Co-requisite units

Co-requisite units

CUFCOS504A Design costumes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design costumes for the screen, media and entertainment industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Costume designers in the screen, media and entertainment industries apply the skills and knowledge described in this unit. Their role is integral to defining the overall 'look' of productions, and their creative work ranges from designing original costumes, to overseeing the purchase and adaptation of ready-made outfits. Costume designers must carry out research into the costume styles, designs and construction methods that are appropriate for the production's time period, using a number of resources, including libraries, museums and the internet. They need creative flair, a strong sense of colour and design and the ability to draw. They should be confident in their knowledge of period costume, jewellery, corsetry, hosiery, millinery, footwear, costume accessories, etc. They must be experts on fabric qualities, clothing cuts, fits and techniques, pattern making and sewing. Creatively, they should know how to dress to particular faces or physiques to create characters. Even though they work with a high degree of autonomy, costume designers are members of a creative production team and work closely with directors and other designers.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Interpret creative briefs	1. Analyse performance outlines/scripts to determine overall production concepts 2. Participate in preliminary concept meetings with relevant personnel to clarify understanding of costume design requirements 3. Identify factors that may have an impact on the design process 4. With reference to production documentation, itemise elements that need to be addressed during the design phase
Conduct research	5. Identify and source references that may inform the design process 6. Critically analyse sources and references in the context of design projects 7. Consider the impact and potential of new and emerging technologies to inform the design process 8. Collect, collate and adapt materials to develop initial design concepts 9. Organise research material for ease of access by relevant personnel during the design development process
Generate and assess ideas	10. Generate a range of costume design ideas that respond sympathetically to the brief and provide creative solutions to design issues 11. Assess ideas and collaborate, as required, with relevant personnel to maximise contribution of ideas to initial concepts 12. Continuously reflect on and appraise ideas for implications on cost, technical feasibility and creative requirements
Develop and document designs	13. Hold ongoing discussions with relevant personnel so that additional requirements and new ideas are considered and incorporated during the development of designs 14. Ensure that agreement is reached with relevant personnel in relation to consistent artistic interpretation 15. Evaluate initial concepts and select the most appropriate approach, giving consideration to budget, research findings and ongoing reflection/discussion 16. Develop costume designs from initial concepts ensuring that all production and design factors are taken into account 17. Organise or undertake testing and experimentation with selected costume designs 18. Develop accurate records of designs, including relevant information
Finalise designs	19. Present draft costume construction plans and specifications to relevant personnel in an appropriate format 20. Participate in initial and ongoing evaluation of presented designs 21. Negotiate and agree to modifications and amend designs as required 22. Produce accurate and comprehensive documentation to support implementation of designs 23. Present final designs, plans and specifications to relevant personnel and confirm that all production requirements have been met 24. Reflect on own role in design process and note areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
planning and organising skills sufficient to: meet deadlines undertake research to inform the design process and systematically organise research materials problem solving skills in the context of ensuring that all costumes meet performers' requirements and specifications communication, literacy and teamwork skills sufficient to: interpret and clarify written proposals and/or creative briefs work collaboratively in a team environment present ideas for the design of costumes for discussion and feedback from team members reach agreement with relevant personnel on final costume designs consult with production personnel about costume design and construction issues to ensure creative and technical production requirements are met produce detailed costume design and construction documentation initiative, enterprise and creativity in the context of: creating and refining costume design concepts thinking laterally when developing concepts undertaking background research to inform the design process maintaining design integrity technical skills sufficient to: use the internet for research use standard word processing packages draw/sketch in the context of designing costumes numeracy skills sufficient to interpret budgets self-management skills sufficient to: work under pressure provide timely advice and documentation
Required knowledge
role of costume design within the overall artistic direction of productions the production scheduling process and its interrelationship with the design process role of costume designers and how this may differ depending upon the production, and relationship with other designers and production personnel relationship between different design elements, e.g. costume, sets, lighting, props, sound copyright, moral rights and intellectual property legislation in relation to costume design ethical standards and protocols for designers working in the screen, media and entertainment industries the formal principles and elements of design and their relevance to costume design research skills in relation to costume design, including creative interpretation and adaptation principles and techniques of design and script break-down sources and availability of materials and equipment used in costume design costing and budgeting techniques for costume design current and emerging technologies available to costume designers construction methods and implementation issues associated with the realisation of costume designs issues and challenges that arise in the context of designing costumes typical formats and techniques for documenting costume designs OHS standards as they relate to the process of designing costumes

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documented costume designs that demonstrate an ability to: take production environment and constraints into account meet creative requirements of productions undertake research to inform the design process meet deadlines effective communication and negotiation skills in the context of finalising costume designs collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through a range of costume design assignments for at least two productions access to productions that require the design of costumes access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of costume design documentation prepared by the candidate to determine whether production requirements have been met observation of the candidate presenting costume designs to colleagues for discussion to assess candidate's communication and negotiation skills written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit and to evaluate the processes used in developing and realising creative concepts review of portfolios of evidence and third-party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBDES402A Interpret and respond to a design brief CUEIND02B Research and evaluate theatrical references to inform industry practice CUFCOS505A Realise costumes.

Range Statement

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.
Relevant personnel may include:	costume production staff director director of photography floor manager make-up and hair personnel other specialist staff performers producer production designer production manager stage manager wardrobe department personnel wardrobe supervisor/manager.
Costumes may include:	accessories basic styles, e.g.: pants shorts skirts blouses contemporary wear corsetry costume jewellery dance wear female, male, child and animal costumes millinery padding pre-production toiles tailored costumes undergarments.
Factors may include:	availability of personnel availability of resources available budget effective use of resources expectations of producers and/or directors needs of other production areas production schedule production values research findings role of designer in the costume construction phase space/venue specifications or restrictions style/period/nature of production timelines.
Documentation may include:	call sheets computer generated costume break-down lists costume patterns costume plots descriptive costume checklists manually written manufacture schedules manufacturer specifications/instructions measurement charts memos of instruction operational/project plan production schedules running sheets scripts.
References may include:	collages digital images film, video internet models musical scores paintings and illustrations photographs reference books/journals/texts scripts sketches technical production drawings writings of the period.
Records may include:	mock-ups plans, computer or manually generated samples specifications.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - Costume

Co-requisite units

Co-requisite units

CUFCOS505A Realise costumes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage the costume realisation process. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Costume designers working on productions in the screen, media and entertainment industries apply the skills and knowledge described in this unit. During pre-production, they are responsible for breaking down scripts scene by scene, in order to work out how many characters are involved, and what costumes are required. They then begin the more complex task of developing costume plots for each character and managing the whole process of constructing or acquiring costumes. A thorough understanding of costume studio processes is essential, along with the ability to work independently and to supervise the work of others to achieve the required costume outcomes.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan costume realisation	1. Confirm costume requirements in consultation with relevant personnel and with reference to production documentation 2. Develop a preliminary plan for the achievement of costume requirements, taking account of the production genre and factors that may impact on the process of realising costumes 3. Agree, allocate and communicate responsibilities, including timelines and budgets 4. Reach agreement on suitable progress evaluation mechanisms 5. Seek feedback on plans with relevant personnel and make adjustments as required 6. Accurately document final plans to realise costumes and provide relevant information to production colleagues, including details of costume studio processes to be undertaken
Coordinate costume realisation	7. Source materials and components required for costume construction 8. Participate in and/or supervise costume studio processes 9. Participate in ongoing production meetings or costume parades and evaluation of costumes 10. Identify and respond to problems promptly 11. Analyse problems and assess and action potential solutions in consultation with relevant personnel 12. Take appropriate follow-up action to monitor the effectiveness of chosen solutions 13. Conduct trials, evaluate results and modify costumes as required 14. Update and distribute documentation in a timely manner throughout the pre-production and production phases 15. Monitor costume issues during productions and keep relevant personnel informed of changes as required
Evaluate costume realisation process	16. Assess costume aspects of productions in relation to key creative objectives 17. Evaluate own role in costume realisation process and note areas for future improvement 18. Share information from evaluations with relevant personnel and incorporate information and conclusions into planning for future productions

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
initiative and flexibility in the context of: finding creative solutions to problems associated with constructing and finishing costumes to meet production requirements making adjustments to costumes after dress parades problem solving skills in the context of making costumes that fit and can be worn comfortably during productions communication, literacy and teamwork skills sufficient to: research, analyse and break-down scripts do character and costume break-downs document plans for the realisation of costumes source and evaluate materials and components provide leadership to a costume production team communicate effectively with performers during costume fitting sessions complete workplace documentation planning and organising skills sufficient to: develop and work to a project plan organise the construction of costumes in a logical sequence technical skills sufficient to: use a variety of machinery and equipment to make costumes use computer applications in the context of producing a project plan and associated documentation self-management skills sufficient to: work under pressure and meet deadlines keep fitting appointments with performers follow manufacturer specifications and enterprise policies and procedures numeracy skills sufficient to measure materials and fit costumes and keep within agreed budgets
Required knowledge
industry knowledge, including: structure of the relevant industry sector roles and responsibilities of personnel in the relevant industry sector broad understanding of the artistic and technical elements of productions specialist costume construction requirements for a range of performance genres protocols and techniques in relation to fitting performers well-developed understanding of the properties of different fabrics and costume components principles and techniques of costume design and construction purpose and timing of costume parades techniques for making alterations to costumes OHS procedures as they relate to the safe use of equipment and materials to make costumes

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: realisation of a costume for a performance or production that involves the development of a plan that: includes critical milestones to ensure that production deadlines are met demonstrates an ability to do script and costume break-downs meets costume requirements for a performance or production documents costume studio processes to be followed demonstrates attention to detail observance of protocols when measuring and fitting performers ability to meet deadlines collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of the application of costume studio processes through the realisation of a costume for a specific character access to a costume studio access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of costume realisation plans developed by the candidate to determine whether production requirements have been met and correct procedures followed evaluation of costumes at a dress rehearsal to determine whether the production brief has been met evaluation of a project involving the realisation of a costume for a performance or production to determine whether the candidate has successfully managed all stages of the process observation of the candidate during fitting sessions with performers to assess communication and problem solving skills, and to determine whether correct protocols have been observed written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFCOS504A Design costumes CUECOS405A Coordinate costume manufacture.

Range Statement

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.
Costumes may include:	accessories basic styles, e.g.: pants shorts skirts blouses contemporary wear corsetry costume jewellery dance wear female, male, child and animal costumes millinery padding pre-production toiles tailored costumes undergarments.
Relevant personnel may include:	costume production staff director director of photography floor manager make-up and hair personnel other specialist staff performers producer production designer production manager stage manager wardrobe department personnel wardrobe supervisor/manager.
Production documentation may include:	call sheets character break-downs computer generated costume break-down lists costume patterns costume plots descriptive costume checklists manually written manufacture schedules manufacturer specifications/instructions measurement charts memos of instruction operational/project plan production schedules research findings running sheets scripts.
Production genre may include:	ballet commercials film physical theatre stage productions, e.g.: opera pantomime drama musicals recitals concerts street parades television productions.
Costume studio processes may include:	accessories and millinery art finishing constructing underpinnings costume break-down costume construction costume finishing descriptive costume checklists fitting and alterations identifying performers' requirements, e.g.: comfort, fit, durability ease of movement requirements for physical movement safety laying and cutting fabrics pattern cutting sourcing materials and components taking and calculating measurements.
Trials may include:	costume parades testing of costumes for durability testing of fabrics under lighting toiles to test fit toiles to test proportion and design.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - Costume

Co-requisite units

Co-requisite units

CUFDIG201A Maintain interactive content

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to maintain interactive content. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People responsible for updating the content of websites apply the skills and knowledge described in this unit. Under direction, they upload a range of media assets and change text content, using a content management system that may be a proprietary system designed for a static or dynamic website. Changes to the interface and structure of the site are made by people in more senior positions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Check website information for relevance and currency	1. Confirm with relevant personnel frequency of upgrades 2. Obtain revised and additional electronic content and ensure correct versions 3. Confirm with relevant personnel the age limit of links that should be retained or deleted 4. Confirm with relevant personnel other revisions as required
Check links and navigation	5. Select appropriate link-checking software, run software to test links and check currency of existing links 6. Save report document according to technical and organisational requirements 7. Check broken or failed links to determine site closures or new site addresses
Update information	8. Access content management system and load appropriate files 9. Delete closed links and re-establish new site links if available 10. Check internal page links and rectify or delete as required 11. Import and/or change content material as required and specify appropriate metadata if required 12. Make heading, typographical and image revisions applying appropriate style sheets and alt tags if required 13. Insert additional pages or screens as required, applying appropriate templates or themes 14. Upload edited files to server using file transfer protocols (FTP). 15. Advise relevant personnel if new buttons, interface or navigation design are required to incorporate additional materials
Test and confirm changes	16. Check all links are valid 17. Confirm with relevant personnel that all changes have been made

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret and apply information in user manuals for software applications ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: proficiently use a content management system use link-checking software manage files using standard naming conventions apply appropriate metadata to describe documents apply style sheets, templates and themes self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
W3C Accessibility standards relevant to text and images internet protocols and data types OHS standards as they relate to working on computers for periods of time

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: accurate creation of interactive media information and links proficient use of content management systems attention to detail.
Context of and specific resources for assessment	Assessment must ensure: access to industry-standard authoring software, the internet and an FTP client for uploading content access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of websites where content has been updated by the candidate on a regular basis written or oral questioning to test knowledge of internet protocols, data types and W3C Accessibility standards relevant to text and images.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND201A Develop and apply creative arts industry knowledge CUFRES201A Collect and organise content for broadcast or publication.

Range Statement

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.
Relevant personnel may include:	client programmer and technical support people supervisor web manager other specialist creative and administrative staff as appropriate.
Electronic content may include:	audio HTML images (photographs and illustrations) PDF documents text video Word documents.
Link-checking software may include:	Xenu Linkbot software internal to content management systems.
Content management systems may include:	authoring tools, such as: Dreamweaver Contribute learning management systems, such as: WebCT Blackboard Janeson Moodle Sharepoint open source database systems other proprietary database systems.
Metadata may include:	author copyright date description subject title other metadata based on Dublin Core or other standards.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG301A Prepare video assets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare video assets for inclusion in interactive media. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The size of an organisation or project determines who undertakes the role described in this unit. In a large-scale environment, the person responsible for this task would typically be supervised by a video editor and an interactive media author. In a television production environment, the prime focus of the task involves converting television programs into podcast material or in a form appropriate to streaming or downloading, and this may be a dedicated role under the supervision of a producer. In a smaller organisation or project, a video editor or interactive author or programmer would absorb this task into their own role. In all cases, they are collaborating closely with other team members. Skills associated with other aspects of video production at this level are covered in: CUFCAM201A Assist with a basic camera shoot CUFPOS201A Perform basic vision and sound editing.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify video assets	1. Obtain digital sources of video 2. Identify file format of source video 3. Identify output purpose, destination and platform 4. Discuss with relevant personnel required output file format and codecs for specified bandwidths 5. Discuss with relevant personnel appropriate video encoding software
Prepare video assets	6. Open appropriate video encoding software and load video file 7. Ensure duration of video sequences meets that required by the specification, and clip if necessary 8. Determine and apply appropriate video and audio codecs 9. Batch and optimise video files where possible 10. Save files in appropriate output file format using standard naming conventions
Package video assets	11. Assign metadata tags if required 12. Group files logically in folder system using standard naming conventions 13. Store in share drive or asset repository for production team access

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to interpret and clarify written or verbal instructions ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: proficiently use video software to prepare video sequences for inclusion in an interactive media product manage files using standard naming conventions apply appropriate metadata tags to describe files self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
techniques for saving and preparing digital video output to optimise file size OHS standards as they relate to working for periods of time on computers industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders basic understanding of the relationship between technical and creative aspects and requirements of interactive media projects basic knowledge of the features of a range of delivery platforms basic understanding of what happens when video files are compressed for inclusion in interactive media products appropriate codecs for various platforms and destinations digital video source and output formats

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: preparation of a range of video sequences to be included in interactive media products that meet appropriate technical specifications proficient use of video encoding software.
Context of and specific resources for assessment	Assessment must ensure: access to industry-standard video encoding software access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of video assets prepared by the candidate on a number of occasions written or oral questioning to test knowledge of codecs for various platforms and understanding of file compression.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFSOU301A Prepare audio assets.

Range Statement

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.
File format of source video includes:	Betacam, including SP and digital DVC DVD miniDV SVHS Umatic VHS.
Purpose may include:	animation e-learning resource game interactive application website.
Destination may include:	computer-based playback software, such as iTunes downloading server internet video players, such as: QuickTime Windows Media Player RealPlayer progressive downloading (buffering) server streaming server.
Platform may include:	CD DVD games console internet kiosk mobile phone other video playback devices personal digital assistant (PDA) video player (iPods).
Relevant personnel may include:	client producer programmer and technical support people supervisor video editor other specialist creative and administrative staff.
Output file formats include:	FLV lossless and lossy M4V MOV MPEG-2 MPEG-4 RealMedia WAV WMV.
Codecs may include:	audio codecs, including: mono and stereo bit sampling rates and bit depth standardised and pre-set codecs video codecs, including: screen size frame rate bit rate (constant and variable) one pass and double pass standardised and pre-set codecs, such as: H.261, H.263 and H.264 MPEG Sorenson, Cinepak, RealVideo MMV.
Video encoding software may include:	specialised video compression tools, such as DivX and Squeeze video editing tools, such as: Adobe Premier Final Cut Pro Final Cut Express QuickTime Pro Media 100 iMovie Movie Maker WaveLab.
Metadata tags may include:	author copyright description other as specified resolution version.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG302A Author interactive sequences

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use an authoring tool to produce discrete interactive sequences. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People responsible for developing small components to be integrated into a larger project apply the skills and knowledge described in this unit. They could be working under the direction of an interactive author or programmer to produce several web pages, or a sequence of screens for other forms of delivery. They need to draw on technical assistance from a programmer or other technical support personnel to produce sequences for server side technologies. In all cases, they are collaborating with other members of a team and need a sound understanding of the project on which they are working. More complex skills associated with authoring are covered in: CUFDIG401A Author interactive media CUFDIG404A Apply scripting language in authoring.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan use of authoring tool	1. Identify a range of appropriate authoring software 2. Discuss with relevant personnel the range of authoring software and their application to various delivery platforms 3. Discuss with relevant personnel design specifications of the project 4. Discuss with relevant personnel technical requirements of the project in order to select authoring software
Prepare to use authoring tool	5. Load selected authoring software 6. Create a new file for the specified task and name file using standard naming conventions 7. Display and use tools and features of authoring software relevant to the authoring process
Produce interactive sequences	8. Produce screens and layout according to design specifications applying basic visual design principles 9. Create interactive media components as required 10. Source text content and apply style sheets to format text 11. Source relevant media assets, optimise if required and integrate using appropriate file formats 12. Produce and link all components according to storyboard and apply templates or themes 13. Manipulate markup code where errors are occurring or to finetune functionality 14. Save in appropriate file format to directory
Check functionality of interactive sequence	15. Check that interactive elements function with minimal error on a variety of systems 16. Present sequence to relevant personnel 17. Incorporate changes as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret and clarify written or verbal instructions and design specifications interpret and apply information in user manuals for software applications ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: use appropriate authoring software to proficiently author the sequences applying style sheets, templates or themes integrate media assets for specific bandwidths manage files and create appropriate directories efficiently use a computer, including keyboard shortcuts self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders basic understanding of the relationship between technical and creative aspects and requirements of interactive media projects basic knowledge of the features of a range of delivery platforms file formats of digital media assets and basic optimisation techniques HTML W3C Accessibility standards relevant to text and images basic visual design principles as listed in the range statement OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of several discrete interactive media sequences that function as planned and demonstrate an understanding of basic visual design principles accuracy and attention to detail in the process of developing interactive media sequences.
Context of and specific resources for assessment	Assessment must ensure: access toa range of resources, equipment and current industry-standard software, as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of interactive sequences authored by the candidate written or oral questioning to test knowledge of file formats and delivery platforms.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG304A Create visual design components.

Range Statement

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.
Authoring software may include:	Director Dreamweaver Flash FrontPage PageMill.
Relevant personnel may include:	designer graphic designer information architect interaction designer programmer supervisor trainer user interface designer other specialist staff.
Delivery platforms may include:	CD DVD internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Design specifications may include:	content inventory interactive script personas storyboard target audience technical requirements, such as: delivery platform screen resolution and size templates, style sheets and themes bandwidth information user interface design.
Projects may include:	production of interactive sequences to be incorporated in a: game educational product promotional product information product training product e-commerce.
Visual design principles may include:	balance emphasis focal point movement perspective proportion scale unity.
Interactive media components may include:	backgrounds banners icons interactive buttons interactive controls logos text titles user interfaces.
Media assets may include:	animation audio documents, such as PDF, Word, PowerPoint and Excel graphics photo images text video.
File formats may include:	DIR/DCR FLA/SWF GIF HTML JPEG MOV MPEG PDF PICT RTF TIFF WMV.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG303A Produce and prepare photo images

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare photo images for integration into an interactive media sequence or product. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This role may be assigned to a graphic artist or, in a larger project, to a photographer who works closely with a programmer or interactive media author to publish required images. The photography ranges from digital still composition to panoramas for the production of virtual worlds. Photo images can include landscapes, objects and portraits. Specialist skills associated with photography are covered in: CUVPHI06A Plan and carry out image capture in response to a brief.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Use scanner to capture photo images	1. Source and select appropriate photographic images according to requirements of photographic project brief 2. Discuss selection of images with relevant personnel 3. Assess scanner features to ensure that outcomes will meet the requirements of brief 4. Operate scanner according to manufacturer specifications 5. Select scanner settings to ensure image capture meets production requirements 6. Transfer and store photographic image files to a computer using standard naming conventions
Use digital camera to create photo images	7. Discuss photographic project brief with relevant personnel 8. Assess digital camera features to ensure that outcomes will meet the requirements of brief 9. Plan camera shots taking into account lighting, framing, composition and other photographic techniques 10. Load and operate digital camera according to manufacturer specifications 11. Consider digital camera focus, exposure and shutter speed to ensure image capture meets production requirements 12. Check photographic images for fitness of purpose to comply with brief 13. Transfer and store photographic image files to a computer using standard naming conventions
Edit photo images	14. Load digital imaging software and import photo image source files 15. Manipulate and save digital images using designated digital imaging software 16. Create photo images that incorporate visual design and communication principles using designated digital imaging software 17. Evaluate the outcome for visual impact, effectiveness and fitness for purpose 18. Confirm outcome with relevant personnel
Prepare photo image assets	19. Save files in appropriate output format to meet platform requirements 20. Assign metadata tags if required 21. Group files logically in a folder system using standard naming conventions 22. Store files in share drive or repository for production team access

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: interpret and clarify written or verbal instructions consult equipment operation manuals ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: proficiently use a scanner to reproduce photo images to specification proficiently use a digital camera to create well-composed photo images proficiently use digital imaging software to manipulate and prepare photo images manage files using standard naming conventions self-management skills sufficient to: work under pressure meet deadlines seek expert assistance when problems arise problem-solving skills sufficient to anticipate and resolve minor equipment set-up problems
Required knowledge
basic photographic techniques basic principles of visual design and communication appropriate file formats for various platforms industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders basic understanding of the relationship between technical and creative aspects and requirements of interactive media projects basic knowledge of the features of a range of delivery platforms OHS regarding the use of scanners, cameras and computers, and handling and disposing of lithium batteries

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to use digital imaging software to prepare high quality photo images that satisfy the requirements of a range of briefs efficient operation of a scanner and digital camera to capture images.
Context of and specific resources for assessment	Assessment must ensure: access to a range of resources and equipment currently used by industry, including: flatbed scanner digital camera industry-standard graphics software access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of photo images prepared by the candidate on a number of occasions practical demonstration by the candidate of scanner and digital camera operation written or oral questioning to test knowledge of file formats and OHS issues.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG304A Create visual design components.

Range Statement

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.
Projects may include:	e-commerce educational product game information product promotional product training product website.
Relevant personnel may include:	client designer graphic artist interactive media author programmer, coder and technical support people supervisor web manager other specialist creative and administrative staff.
Scanner features may include:	bit depth dynamic range optical resolution output format (e.g. RGB, greyscale or CMYK) platen size reflective or transmissive (film) range of film holders.
Scanner settings may include:	bit depth colour or greyscale colour/target/working space crop destination dust and scratch handling (e.g. ICE, FARE) grain management (e.g. GEM) multi-sampling orientation output dimension and resolution or file size preferences/options restoration of colour (e.g. ROC) scaling sharpening source image type tones, contrast, colour cast, saturation.
Digital camera features may include:	aperture automatic, program or manual settings batteries colour, target, working space compatibility with hardware and digital imaging software exposure compensation file format flash, fill flash lens focal lengths, such as wide angle, close-up and telephoto menu functions resolution - megapixels shutter speed size and type of memory card(s) subject modes white balance.
Photographic techniques may include:	composition depth of field dynamic range field of view framing lighting.
Digital imaging software may include:	a wide range of programs, e.g.: Adobe Photoshop Adobe Photoshop Elements Adobe Photoshop Lightroom Apple Aperture Corel Paint Shop Pro Corel PhotoPaint GNU Image Manipulation Program (GIMP and GIMPshop).
Manipulating digital images may include:	appending text/type for files and captions brushing creating artistic effects cropping editing eliminating red eye emulating photographic effects image enhancement including tones, contrast, colour cast/tint, saturation masking layers retouching (i.e. cloning, rubber stamping, healing, patching) sharpening stitching (panoramic scenes) using layers for composites using pre-sets.
Visual design principles may include:	balance emphasis movement perspective proportion scale unity.
Communication principles may include:	communicates message conveys meaning meets audience requirements uses functional components.
Output formats may include:	GIF JPEG PDF PICT PNG PSD TIFF.
Platforms may include:	CD DVD games console internet kiosk mobile phone other video playback devices personal digital assistant (PDA) video player (iPods).
Metadata tags may include:	author copyright notice date of capture/date created description EXIF and IPTC standards file size format headline/caption keywords/subject location/GPS coordinates resolution rights usage terms roll/identifier # subject time title version.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG304A Create visual design components

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create visual designs for a range of interactive media components. People in this role work closely with other members of a production team. They create visual design components in response to specifications and under the supervision of a graphic designer or producer. They contribute creative ideas to the overall concept that needs to take account of technical considerations, such as the final delivery platform. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit requires the application of the key principles and practice of graphic design in the context of creating visual design components that could be integrated into a range of media products, including print media. A graphic artist usually undertakes this role and is expected to be competent in a range of design techniques, including freehand drawing. The visual design output will nevertheless be in a digital format for inclusion in a final media product. More complex skills associated with visual design aspects of a whole interactive media product are covered in: CUFDIG402A Design user interfaces CUFDIG403A Create user interfaces.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify work requirements	1. Clarify type of visual design components required, in consultation with relevant personnel 2. In discussion with relevant personnel, identify factors that may determine or affect visual design concepts, including design techniques 3. Clarify in discussion with relevant personnel the target user and audience, and determine format and delivery platform
Generate and assess ideas	4. Review media products, designs, images, artwork and other creative sources that may inspire visual design ideas 5. Obtain other relevant information that may influence design ideas 6. Generate a range of visual design ideas that are technically feasible, respond to specifications and provide creative solutions to all design issues 7. Present visual design ideas to relevant personnel using design techniques
Plan approach	8. Experiment with traditional and digital imaging techniques to create required visual design components 9. Explore range of typographical and visual design elements to create the components 10. Evaluate initial design ideas and specifications against findings and discuss with relevant personnel to select final design concept 11. Select design technique and discuss with relevant personnel to ensure appropriate output format meets delivery platform requirements
Produce visual design components	12. Develop structure for components based on the final design concept using selected design techniques 13. Apply visual design principles and communication principles to produce components 14. Save visual design in an appropriate format that satisfies the technical parameters determined in consultation with relevant personnel
Finalise visual design components	15. Review visual design components to assess whether creative solutions meet design and technical specifications 16. Discuss and confirm with relevant personnel additional requirements or modifications and undertake any necessary amendments

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written and verbal instructions work as a member of a production team - both independently on assignment and under direction respond constructively to feedback received from other team members initiative and enterprise in the context of generating a range of feasible ideas for visual designs technical skills sufficient to: use a range of design techniques for creating visual designs, including industry-standard graphics software apply visual design and communication principles to produce visual designs create visual design components in appropriate formats for a range of delivery platforms manage files and directories using standard naming conventions self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members basic understanding of the relationship between technical and creative aspects and requirements of media projects basic design principles of layout and composition characteristics of digital and traditional imaging visual design and communication principles typography copyright clearance procedures OHS standards as they apply to the use of computer and keyboard for periods of time

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: creation of visual design components that respond effectively to specifications and demonstrate the application of visual design and communication principles ability to apply a selection of the design techniques listed in the range statement ability to work collaboratively in a team environment.
Context of and specific resources for assessment	Assessment must ensure: access toa range of resources, equipment and current industry-standard software as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of visual design components created by the candidate written or oral questioning to test knowledge of visual design principles, communication principles and responsibilities of different members of a project team.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG303A Produce and prepare photo images CUFANM301A Create 2D digital animations.

Range Statement

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.
Components may include:	2D animation objects backgrounds banners basic user interfaces colours flow charts icons illustrations interactive buttons interactive controls logos simple 2D animation characters text titles other components required by the project.
Relevant personnel may include:	art director asset creator client editor producer programmer supervisor technical director technical staff other specialist creative and administrative staff.
Design techniques may include:	drawing freehand drawing on a tablet flow charts scanning drawings and photographs storyboards thumbnail sketches using graphics software, such as: Corel Draw Corel Paint Shop Pro Photoshop Photoshop Elements Illustrator Paint.net Fireworks.
Format may include:	bitmap image digital formats, such as: GIF JPEG PDF TIFF PICT PNG PSD HTML hard copy vector image.
Delivery platform may include:	CD DVD film games console internet kiosk mobile phone other wireless/mobile devices personal digital assistant (PDA) print media television.
Relevant information may include:	brands logos previous versions of components printed materials promotion materials style guides trademarks.
Typographical design elements may include:	alignment fonts and typefaces kerning leading point and size serif or sans serif tracking.
Visual design elements may include:	colour form line shape texture tone.
Visual design principles may include:	balance emphasis focal point movement perspective proportion scale unity.
Communication principles may include:	communicates message conveys meaning meets audience requirements uses functional components.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG401A Author interactive media

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to author a complete interactive media product, for example, a whole website. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People in this role need a sound understanding of mark-up languages (HTML and XML). In addition, they need to be familiar enough with scripting languages to use script libraries in authoring software to provide interactive features. Authors work primarily on client-side technologies. In the construction of dynamic websites, for example, they develop the templates, themes and style sheets for the programmers and technical support team to integrate into the database and install on a web server. Authors also develop forms and form objects, but the scripting for form processing is provided by programmers. Authors may also use a variety of authoring software to produce complex interactions such as digital simulations, games and puzzles. In interactive media development, authors are working with a team, including user interface designers, interactive designers, asset creators and server-side programmers. Skills associated with scripting are covered in: CUFDIG404A Apply scripting language in authoring.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify multimedia elements	1. Obtain design specifications 2. Locate content required for productions 3. Discuss issues of integration and formats of media assets with relevant personnel 4. Determine with relevant personnel an interactive sequence to become the prototype
Identify scope of authoring software	5. Identify range of industry-standard authoring software 6. Assess the authoring software in relation to specified delivery platform 7. Discuss selection of authoring software with relevant personnel to ensure selection will meet specified outcomes 8. Select authoring software best suited to job requirements
Use authoring software	9. Load authoring software 10. Create a new file for the specified task and name using standard naming conventions 11. Display and use tools and features of authoring software relevant to the authoring process
Create interactive sequence	12. Slice and reassemble the user interface appropriate to the authoring software 13. Import and assemble components in appropriate sequence according to creative requirements 14. Create interactive features according to creative and technical requirements, sourcing and writing appropriate markup and scripting languages as required 15. Check that interactive sequence conforms to navigation design 16. Integrate media assets to ensure highest levels of technical performance 17. Check that interactive sequence conforms to loading specifications 18. Test for interoperability, eliminate all bugs and validate scripting 19. Present interactive sequence as a prototype ensuring that sequence meets creative, production and technical requirements 20. Save output file formats and identify for specified purpose
Evaluate interactive prototype	21. Present prototype to relevant personnel 22. Evaluate prototype against design specifications, including achievement of a creative and user-centred product 23. Discuss and agree on required changes 24. Assist in user trials as required 25. Evaluate feedback from user trials 26. Seek confirmation from relevant personnel to transform prototype into final product
Seek confirmation from relevant personnel to transform prototype into final product	27. Make necessary changes as indicated by user trials 28. Replicate prototype functionality to complete the interactive product 29. Make final checks to ensure sequences conform to design specifications 30. Test for interoperability, eliminate bugs and validate scripting 31. Save to specified storage system accessible to production team 32. Assist in loading product to specified platform as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to interpret and clarify written or verbal instructions ability to work as a member of a production team - both independently on assignment and under direction technical skills sufficient to: correctly interpret design briefs, and design and technical specifications proficiently use appropriate authoring and graphics software seamlessly integrate and optimise a range of media assets to highest levels of technical performance create and apply style sheets, templates or themes to conform with W3CAccessibility standards as they apply to client-side technology manage files and directories using standard naming conventions and version control protocols initiative and flexibility in the context of troubleshooting and solving problems as they arise during the authoring process self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance as required
Required knowledge
scope and applicability of industry-standard authoring software technical requirements for integrating digital content for use on a range of delivery platforms, including: animation graphics text video audio user-centred design principles design principles of layout and composition industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects sound knowledge of the features of a range of delivery platforms markup and scripting languages as they apply to relevant authoring software W3C Accessibility standards purpose and process of validation and the role of interoperability standards issues and challenges that arise in developing interactive media products OHS standards as they relate to working on computers for periods of time

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of an integrated and fully functional interactive media product that: conforms to design specifications meets W3C Accessibility standards demonstrates creativity in design solutions collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access toa range of resources, equipment and current industry-standard software as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of at least two interactive products authored by the candidate written or oral questioning to test knowledge of the processes followed to develop an interactive product and the respective roles and responsibilities of team members.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG404A Apply scripting language in authoring ICAU4207B Apply web authoring tool to convert client data for websites.

Range Statement

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.
Design specifications may include:	creative requirements navigation design priority levels of W3C Accessibility standards storyboards technical specifications, including: disk space delivery platform file format for final product time user interface design.
Productions may include:	e-commerce educational product game information product interactive application promotional product training product website.
Media assets may include:	animation audio graphics images text video.
Relevant personnel may include:	animator artist asset creator graphic designer graphic interface designer instructional designer navigation designer programmer project manager sound engineer video producer other specialist staff.
Industry-standard authoring software may include:	Authorware Breeze Captivate Contribute Director Dreamweaver Flash GoLive PageMill RoboDemo graphics software, including: Photoshop Fireworks Illustrator simulation software, such as LabView.
Delivery platform may include:	CD DVD internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Markup and scripting languages may include:	ActionScript HTML JavaScript Lingo XML other proprietary scripting languages.
Output file formats may include:	DIR/DCR FLA/SWF HTML PDB PDF PRC TXT WAP XML other proprietary formats.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG402A Design user interfaces

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design user interfaces for interactive media products. Prototype testing of interfaces with, for example, focus groups, is a key aspect of the role. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit requires the application of visual communication principles to the design of user interfaces that form part of interactive media products, such as web environments, games or e-learning resources. People in this role respond to clearly defined briefs. They work collaboratively in a team environment where the expertise of other team members, e.g. designers and programmers, contributes to the final specifications for user interface designs. More complex skills associated with the testing and design of whole interactive media products are covered in: CUFDIG501A Coordinate the testing of interactive media products CUFDIG502A Design web environments CUFDIG503A Design e-learning resources CUFDIG504A Design games.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify project requirements	1. Discuss concept with relevant personnel to ensure that design briefs are fully understood 2. Identify technical parameters of interactive media products, including delivery platform 3. Identify target audience and user characteristics 4. Obtain information architecture specifications if available
Draft design specifications	5. Visualise concepts and develop preliminary sketches based on content architecture and audience characteristics 6. Sketch basic screen layout showing main spatial zones 7. Specify functional areas within screen layouts 8. Specify metaphors and look and feel of user interfaces 9. Develop final detailed sketches taking into consideration all ideas generated 10. Gain approval from relevant personnel to ensure that interfaces meet all requirements 11. Write user interface design specifications to include relevant advice to development teams
Finalise user interface designs	12. Develop focus test plans for user interfaces to identify their strengths and weaknesses 13. Incorporate design changes to information architecture in design specifications 14. Obtain final agreement from relevant personnel for finished designs

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret design briefs and results of focus tests work collaboratively in a team environment present user interface design concepts to team members for discussion and feedback respond constructively to feedback received from other team members complete workplace documentation conceptual and creative skills to generate a range of ideas for user interfaces technical skills sufficient to create designs using storyboards, maps and other diagrams to specify the architecture and navigation of interactive media products self-management and planning skills sufficient to: prioritise work tasks and meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects issues and challenges that arise in designing user interfaces principles of visual design and communication, including user-centred design principles technical parameters of various platforms and how these impact on user interface designs typical formats and techniques for documenting user interface designs OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: clearly documented and user-tested user interface design specifications for an interactive media product ability to work effectively as a member of a production team.
Context of and specific resources for assessment	Assessment must ensure: access to briefs on which to base user interface designs access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of at least two user interfaces designed by the candidate written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG304A Create visual design components CUFDIG403A Create user interfaces.

Range Statement

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.
Relevant personnel may include:	art director client educator graphic designer head of department information architect instructional designer programmer technical director technical staff other specialist creative and administrative staff.
Delivery platform may include:	CD DVD games console internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Audience and user characteristics may include:	computer literacy demographics, such as: age gender education occupation cultural background location hobbies interests internet literacy language, literacy and numeracy personas specific needs - physical or psychological.
Information architecture specifications may include:	content inventory diagrams flow charts maps navigation charts plans storyboards wire frames.
Spatial zones may include:	banners content areas grids headings images logos media assets menu systems subheadings.
Functional areas may include:	2D and 3D viewports buttons edit boxes list boxes login facility menus picture boxes radio buttons scroll bars search facility text boxes.
Look and feel may include:	ambience brand colour combinations design elements meaning message metaphor theme tone.
Design specifications may include:	composition design features, including: logos banners photographs illustrations diagrams layout look and feel sketches.
Focus test may include:	documentation of focus test outcomes environment and facilities focus test implementation plan focus test objectives test group members selected according to test plan and criteria, such as: age sex location other socioeconomic factors.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG403A Create user interfaces

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create a user interface for an interactive media product. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	A person who applies the skills and knowledge outlined in this unit works to technical and creative specifications provided by a user interface designer or other designers. There is scope for individual creativity because a person in this role is expected to generate a range of design options that respond to concepts documented in design specifications. However, these ideas need to demonstrate a sound understanding of user-centred design principles, as well as comply with standards that apply to the specific platforms on which the user interface will be run. This work is undertaken with some supervision or guidance. Skills associated with designing user interfaces are covered in: CUFDIG402A Design user interfaces.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify project requirements	1. Use design specifications in consultation with relevant personnel to clarify the target user, audience and purpose of interactive media products 2. Obtain samples of text content and media assets to be integrated into user interfaces 3. Determine file output format for delivery platform of interactive media products
Generate ideas	4. Research interactive media product user interfaces, designs, images, artwork and other creative sources that may inspire design ideas 5. Obtain other relevant information that may influence or be incorporated into design ideas 6. Determine need for copyright clearance and identify potential for fair use of copyright material 7. Obtain and record copyright clearance if required 8. Use sketches and concepts in specifications as the basis for generating range of design ideas that are technically feasible and provide creative solutions to all design issues 9. Present interface design ideas to relevant personnel for discussion and feedback
Plan approach	10. Select final design, incorporating feedback from relevant personnel as required 11. Identify range of appropriate industry-standard graphics software 12. Discuss and select graphics software with relevant personnel to ensure selection meets specified outcomes 13. Explore range of typographical and visual design elements that could be used in development of interface designs
Produce user interfaces	14. Use graphics software to develop structure for user interfaces based on final design concepts 15. Source or create and integrate all graphic interactive components 16. Apply visual design and communication principles to the development of user interfaces 17. Ensure that user interfaces meet the principles of user-centred design and relevant standards 18. Ensure that user interfaces enhance the display of digital content 19. Document styles for text and presentation for use in style sheets and templates or themes 20. Save user interfaces in an appropriate output format that satisfies technical parameters in consultation with relevant personnel
Evaluate user interfaces	21. Review user interfaces to assess effectiveness of creative solutions, appropriateness to the user and audience, and technical feasibility 22. Discuss and confirm with relevant personnel additional requirements or modifications to the overall design and undertake any necessary amendments

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret design specifications work collaboratively in a team environment - both independently on assignment and under direction present a range of user interface designs to team members for discussion and feedback respond constructively to feedback received from other team members complete workplace documentation creative skills sufficient to: generate feasible ideas for user interface designs that meet specifications apply visual design and communication principles to produce user interface designs technical skills sufficient to: proficiently use graphics software to produce user interface designs create user interface designs to meet standards and platform parameters manage files and directories using standard naming conventions self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects issues and challenges that arise in creating user interfaces standards as they apply to user interfaces, including W3C Accessibility, interoperability, usability and readability visual design and communication principles, including user-centred design principles design elements typography copyright clearance procedures OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: creation of user interfaces that: visually communicate to target user and audience meet required standards and technical parameters of the specified platform ability to work effectively as a member of a production team.
Context of and specific resources for assessment	Assessment must ensure: access to design specifications typically used in industry access to current industry-standard software as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of user interfaces created by the candidate in response to design specifications written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG304A Create visual design components CUFDIG402A Design user interfaces.

Range Statement

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.
Design specifications may include:	creative requirements manufacturing specifications navigation design priority levels of W3C Accessibility standards storyboards technical specifications, including: disk space bandwidth delivery platform file format for final product user interface design.
Relevant personnel may include:	graphic designer information architect instructional designer navigation designer product designer programmer project manager other specialist staff.
Purpose may include:	business and corporate community education entertainment personal promotion training.
Interactive media products may include:	e-commerce educational product game information product interactive application promotional product social network training product website.
Media assets may include:	animation audio graphics images text video.
Output formats may include:	bitmap image digital formats, such as: GIF JPEG PDF TIFF PICT PNG HTML PSD vector image.
Delivery platform may include:	CD/DVD games console internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Relevant information may include:	brands logos previous versions of interfaces printed materials promotion materials style guides trademarks.
Graphics software may include:	Fireworks Illustrator Photoshop Photoshop Elements.
Typographical elements may include:	alignment fonts and typefaces kerning leading point and size serif or sans serif tracking.
Visual design elements may include:	colour form line shape texture tone.
Interactive components may include:	backgrounds banners icons interactive buttons interactive controls logos menus search boxes.
Visual design principles may include:	balance emphasis focal point movement perspective proportion scale unity.
Communication principles may include:	communicates message conveys meaning meets audience requirements uses functional components.
Principles of user-centred design may include:	clear feedback and instructions consistent behaviour and design for: common interface elements menu systems search boxes layout iconography typography colour easy exit if wrong path selected plain English for text and instructions simplicity support for work tasks.
Standards may include:	interoperability readability usability W3C Accessibility.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG404A Apply scripting language in authoring

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write and apply scripting language in authoring interactive media. An interactive media author is often required to integrate and develop basic scripting routines that are either external or internal to authoring software. This may be necessary to enhance levels of interaction or to remedy errors in the functionality of an interactive media product developed using authoring software. This unit outlines the skills and knowledge required by interactive media authors to write and customise their own code. These routines are relevant to client-side technology only. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	In all interactive media development, authors are working with a team, including primarily a user interface designer, asset creators and programmers. Markup languages such as HTML and XML are covered in: CUFDIG302A Author interactive sequences CUFDIG401A Author interactive media.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Investigate scripting options	1. Obtain design specifications 2. Identify areas where scripting languages may be required 3. Locate script libraries for pre-written scripts 4. Identify areas where customised or new scripts may be necessary 5. Present and discuss scripting options with relevant personnel to ensure compliance with design specifications
Write scripts	6. Scope control structures and algorithms using pseudo-code and flow charts 7. Ensure objects and assets are in place and identified by appropriate labels 8. Identify and recommend event handlers 9. Write code using correct syntax to meet functional requirements 10. Write comments to document coding where necessary 11. Use authoring environment where appropriate to check code and syntax 12. Save code
Integrate scripting language	13. Source and integrate scripts into authoring environment 14. Ensure scripted elements comply with all navigation and graphic design interface considerations 15. Eliminate or merge redundant code
Test scripting language	16. Test routines to verify script fulfils requirements 17. Conduct tests to ensure that scripted elements conform to required technical specifications 18. Test for faults and document findings 19. Use standard techniques to remove faults
Evaluate scripting language	20. Liaise with relevant personnel to evaluate process and record decisions 21. Archive suitable and relevant scripts for future use

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret and clarify written or verbal instructions and design specifications interpret and apply information in user manuals for software applications ability to work as a member of a production team - both independently on assignment and under direction initiative and flexibility in troubleshooting and solving problems as they arise during the authoring process technical skills sufficient to: write and apply scripting language in authoring a range of interactive media and behaviours efficiently use a computer, including keyboard shortcuts self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance as required
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects sound knowledge of the features of a range of delivery platforms issues and challenges that arise in developing interactive media products file formats of digital media assets and basic optimisation techniques Document Object Model (DOM) and Object Oriented Programming (OOP) OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to write code to meet functional requirements correct and appropriate integration of scripting language into the process of authoring interactive media products.
Context of and specific resources for assessment	Assessment must ensure: access to a range of resources, equipment and current industry-standard software as listed in the range statement appropriate authoring environments access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of at least two interactive products for which the candidate has written and integrated code written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG401A Author interactive media.

Range Statement

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.
Design specifications may include:	delivery platforms, such as: internet CD mobile devices interface design navigation design storyboards and flow charts. technical specifications, such as: memory/RAM bandwidth file formats computer operating systems browsers user requirements.
Scripting languages may include:	ActionScript Javascript Lingo MEL Perl VBScript other proprietary scripting languages.
Relevant personnel may include:	designers interactive authors IT support programmers other specialist technical staff.
Authoring environment may include:	authoring software, such as: Flash Director browser text editor.
Scripted elements may include:	calculations changes to browser windows, such as pop-up and colour cursor changes forms that include elements, such as: radio buttons text fields check boxes list menu hot spot interactions pop-up windows/messages preloaded images rollover buttons other behaviours.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG501A Coordinate the testing of interactive media products

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage the testing of interactive media products. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This is a central team role, working with the whole production team, including designers, authors, programmers and graphic artists. In larger projects and particularly in games, testing is a continuous process and may have a quality assurance unit devoted to testing. A person in this position plans and coordinates the testing process and is also responsible for analysing testing results, writing reports and communicating the results to appropriate members of the production team.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Determine the criteria for testing	1. Define testing criteria that ensure products meet technical and quality requirements 2. Identify with relevant personnel the production points at which development will be measured 3. Document and communicate testing criteria to relevant personnel
Plan an approach for product testing	4. Identify the various testing methods relevant for interactive media products 5. Determine characteristics and appropriateness of testing methods to be used during development and on completion 6. Consider testing methods in relation to appropriate testing strategy 7. Develop a plan for testing products at specified points during development and on completion 8. Establish records system to document testing results, including problems and faults
Test interactive media at specified production points	9. Determine progress towards completion of identified production points 10. Coordinate testing of products at identified production points 11. Apply testing methods to ensure that products meet creative, production and technical requirements 12. Record problems and faults detected by testing and remedial steps taken in records system 13. Resolve problems and faults detected during testing in accordance with agreed project or industry practice 14. Evaluate final products against the previously determined criteria 15. Document the testing process 16. Convey summarised evaluation report to relevant production personnel
Evaluate the testing process	17. Identify testing methods that were successful and those that led to difficulties 18. Evaluate the testing process and records system 19. Document findings to inform subsequent projects

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify project specifications interpret and analyse information and statistics, and write summary reports convey information to others in the production team work as a member of a production team, including providing leadership in relation to product testing organisational skills sufficient to: plan testing processes coordinate testing staff establish records systems ability to address and solve problems and challenges in a timely and collaborative manner self-management skills sufficient to: prioritise work tasks work under pressure and meet deadlines seek expert assistance as required
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects issues and challenges that arise in testing interactive media products testing criteria range of methods for testing interactive media products OHS standards as they apply to computers and environments in which testing may be conducted

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documented plans for testing interactive media products ability to identify appropriate testing methods for specific interactive media products analysis of test results summary reports containing test results effective coordination of the testing process, including ability to work collaboratively with team members.
Context of and specific resources for assessment	Assessment must ensure: development of more than one test plan to ensure that skills can be adapted to different circumstances development of a test plan within commercially-realistic time constraints involvement of and interaction with others to reflect the collaborative nature of the testing process access to interactive media products under development access to equipment used for testing access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of at least two test plans developed by the candidate evaluation of at least two test reports written by the candidate written or oral questioning to test knowledge of the process followed to test an interactive media product, testing methods, testing criteria and the respective roles and responsibilities of team members.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBPMG510A Manage projects.

Range Statement

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.
Testing criteria may include:	accessibility bug detection controls ease of learning effectiveness efficiency functionality, including flow interoperability learning outcomes levels of difficulty performance reliability satisfaction security usability.
Relevant personnel may include:	author game designer game level designer information architect instructional designer interaction designer producer programmer user interface designer visual artist other specialist staff.
Production points may include:	alpha beta completion continuous milestone prototype staged.
Testing methods may be:	aggressive automated black box card sorting concept debugging focus group heuristic analysis inspection platform testing prototyping regression survey user trial visual impact white box.
Interactive media products may include:	e-commerce e-learning resource game information product promotional product training product web environments.
Testing strategy may be determined by:	complexity of the project money available project specifications time available.
Records system may include:	metadata that includes: description of fault identification of code user responses written or verbal comments quantitative data remedial action taken retest result date tester's details questionnaire survey.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG502A Design web environments

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design web environments. A web environment may consist of one or many web applications and technologies integrated in various combinations. The design is focused on how these applications and technologies are combined and used, and the way in which interactive content is accessed by users. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	A person in this role works with clients to develop design specifications for web environments. Other specialised designers, graphic artists and programmers working as a team undertake the development of design specifications. Higher order skills associated with developing and documenting concepts that could be used as the basis for design specifications are covered in: BSBCRT501A Originate and develop concepts.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Determine project requirements	1. Analyse project brief to identify purpose of, and target audience for, web environments 2. Consult with clients to clarify project requirements 3. Identify target audience characteristics and determine how these influence all aspects of design 4. Identify content to be incorporated and generated and how this content is to be accessed, searched or delivered
Research and select web environments	5. Research web environments and analyse their potential 6. Analyse how these web environments meet audience and content requirements 7. Identify issues relating to delivery platform and standards, and determine how these may affect web environment options 8. Consult relevant personnel to ensure that all possible web environment options are considered 9. Select web environments that will meet creative, production and technical requirements
Draft design specifications	10. Design the architecture of web environments to show interrelationship between environment components 11. Identify each web environment and specify its individual interactive features, functionality and navigation and its relationship to design as a whole 12. Identify content components and specify how these will be logically structured and integrated into and/or generated by web environments 13. Specify levels of access permissions to web environments as required 14. Specify media assets as required 15. Specify user interfaces of web environments 16. Specify production requirements, including appropriate testing strategies 17. Write draft design specifications to include all relevant advice to design and development teams 18. Discuss draft design specifications with client to ensure designs are consistent with project briefs
Review and confirm design specifications	19. Review designs against required project outcomes, as well as client and audience needs 20. Review designs to ensure they meet creative and technical requirements 21. Adjust designs as necessary after discussions with relevant personnel 22. Clarify legislative or ownership issues to comply with production and organisational requirements 23. Confirm with client acceptance of design specifications, including deliverables, milestones and timelines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written proposals and creative briefs work collaboratively in a team environment present ideas for the design of web environments for discussion and feedback from team members clearly and concisely document specifications for the design of web environments initiative, enterprise and creativity in the context of: generating ideas for the design of web environments thinking laterally when developing concepts undertaking background research into web environments maintaining design integrity finding solutions to problems encountered when designing web environments finding ways to minimise the effect of technical constraints ensuring there is an intuitive and logical flow to the navigation of web environments technical skills sufficient to create storyboards, maps and other diagrams to specify the architecture and navigation of web environments self-management skills sufficient to: meet deadlines provide appropriate and timely documentation
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sequence and interrelationship of stages in the process of developing web environments broad range of web applications and technologies web design and its relationship to web optimisation strategies web standards, including SCORM, usability, W3C Accessibility and interoperability issues and challenges that arise in designing and developing web environments typical formats and techniques for documenting the design of web environments OHS standards as they relate to working for periods of time on computers intellectual property rights and copyright clearance procedures

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: design specifications for web environments that: are well documented and clearly presented meet client and audience requirements are technically feasible ability to work effectively as a member of a production team.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the design of web environments for at least two projects access to project briefs on which designs can be based access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of designs for web environments documented by the candidate and of their effectiveness in terms of meeting project requirements observation of a candidate presenting his/her design for web environments to team members and explaining how it meets requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG505A Design information architecture CUFPPM404A Create storyboards.

Range Statement

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.
Purpose may include:	business and corporate community education entertainment government information and news knowledge management personal promotion training.
Project requirements may include:	access to facilities and resources budget deliverables milestones personnel, including: number availability expertise prototyping technical issues, including: delivery platform disk space bandwidth testing plan timelines.
Audience characteristics may include:	computer literacy demographics, such as: age gender education occupation location cultural background hobbies interests internet literacy language, literacy and numeracy personas specific needs - physical or psychological.
Web environments may include one or combinations of:	audio streaming blog chat conferencing tool content learning management system (CLMS) content management system (CMS) database repository discussion forum dynamic website electronic newsletter interactive calendar interactive form learning management system (LMS) podcast RSS feed static website TiVo video streaming other online collaboration and social network tools.
Delivery platform may include:	digital television set internet mobile phone other wireless/mobile devices personal digital assistant (PDA).
Standards may include:	interoperability SCORM usability W3C Accessibility.
Relevant personnel may include:	art director client educator graphic designer head of department information architect instructional designer programmer technical director technical staff other specialist creative and administrative staff.
Media assets may include:	animation audio audio/visual files, such as PowerPoint graphics images text text documents, such as PDF and Word video.
Production requirements may include:	levels of expertise production deadlines production schedules production team production values testing strategies.
Testing strategies may include:	alpha beta completion continuous milestone prototype staged.
Design specifications may include:	content inventory diagrams flow charts maps navigation charts plans storyboards technical specifications user interface mock-ups wire frames.
Legislative or ownership issues may be:	access and equity clearances confidentiality copyright intellectual property rights non-disclosure agreements open source licensing ownership of assets product licensing.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG503A Design e-learning resources

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design an e-learning resource. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The skills and knowledge outlined in this unit are applied by people working in education or training organisations, or in media production companies that specialise in the development of e-learning resources. The focus of this unit is different to that of the two units in the Training and Assessment Training Package that deal with e-learning resources. Namely: TAADES503B Research and design e-learning resources TAADES504B Develop and evaluate e-learning resources. These two units are written from the perspective of people in training organisations who are responsible for developing and delivering learning materials to be included in e-learning resources. CUFDIG503A is written from the perspective of a department or company responsible for developing the design of broad ranging e-learning resources in consultation with clients. However, there are synergies between the units and it may be appropriate to combine them in learning programs.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify project requirements	1. With reference to project briefs, identify target learner characteristics and their impact on the way resources are designed 2. Identify content to be incorporated or generated and how this content is to be accessed or delivered 3. Identify delivery platforms and implications that these will have on selection of media assets 4. Consult with clients to clarify project requirements
Research and select instructional design model	5. Analyse content to clearly establish learning outcomes and assessment strategies 6. Research a range of instructional design models, considering their characteristics, differences and ability to meet briefs 7. Identify standards that may apply for a range of delivery platforms 8. Identify learning styles of target learners and consider how these may impact on the design 9. Consider a range of learning activities that best meet learning objectives and needs of target learners 10. Consult with relevant personnel to ensure that a full range of instructional design models has been identified and sourced 11. Select the instructional design model that best meets learning needs and project requirements
Draft design specifications	12. Use selected instructional design model to design the overall architecture of an e-learning resource 13. Design sequences and interactivity based on content and project requirements 14. Develop content templates for content experts if required 15. Specify media assets as required 16. Specify communication and collaborative tools as required 17. Specify user interface of the e-learning resource 18. Specify production requirements, including appropriate testing strategies 19. Write draft design specifications to include relevant advice to design and development teams 20. Discuss draft design specifications with clients to ensure designs are consistent with project briefs
Finalise design specifications	21. Review designs against required project outcomes and target learner needs 22. Review designs to ensure they meet creative and technical requirements 23. Adjust designs as necessary after discussions with relevant personnel 24. Clarify legislative or ownership issues to comply with production and organisational requirements 25. Confirm with clients acceptance of design specifications, including deliverables, milestones and timelines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify project briefs establish rapport with clients work collaboratively in a team environment to find the best design solutions clearly and concisely document specifications for the design of e-learning resources initiative and enterprise in the context of: generating ideas for the design of e-learning resources that meet the needs of target learners thinking laterally when developing ideas selecting the most appropriate instructional design model maintaining design integrity technical skills sufficient to: create storyboards, maps and other diagrams to specify the architecture and navigation of e-learning resources construct material in a logical order, one sequence flowing on from another develop techniques for holding learner's attention self-management skills sufficient to: meet deadlines provide appropriate and timely documentation
Required knowledge
typical formats and techniques for documenting the design of e-learning resources OHS standards as they relate to working for periods of time on computers range of learning models way in which various learning styles impact on learning models industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sequence and interrelationship of stages in the process of developing e-learning resources web standards, including usability, W3C Accessibility and interoperability web applications and technologies that are relevant to e-learning issues and challenges that arise in designing and developing e-learning resources intellectual property rights and copyright clearance procedures

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: design specifications for e-learning resources that: are well documented and clearly presented meet learner requirements are technically feasible ability to work effectively as a member of a production team.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the design of at least two e-learning resources for delivery on different platforms access to project briefs on which designs can be based access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of designs for e-learning resources documented by the candidate and of their effectiveness in terms of meeting project requirements role-play involving a candidate presenting his/her design for an e-learning resource to a client and explaining how it meets requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM404A Create storyboards.

Range Statement

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.
Target learner characteristics may include:	computer literacy demographics, such as: age gender education occupation location cultural background hobbies interests internet literacy language, literacy and numeracy levels learning environment, such as: workplace classroom home community mobile personas preferred learning styles skills level specific needs - physical or psychological.
Content may include:	audio/visual materials curriculum documents, such as: Training Packages and their units of competency modules guides manuals PowerPoint presentations pre-existing learning materials printed materials reference texts training handouts.
Delivery platform may include:	CD/DVD digital television set internet, including: websites blogs wikis database repositories learning management systems, such as: Blackboard WebCT Janeson Moodle virtual classrooms conferencing discussion forums flash-based chat podcasting video streaming audio streaming other online collaboration tools mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Media assets may include:	animations audio audio/visual files, such as PowerPoint graphics images text documents, such as PDF and Word video.
Project requirements may include:	access to facilities and resources assessment strategies budget deliverables learner characteristics milestones personnel, including: number availability expertise prototyping technical issues, including: delivery platform disk space bandwidth testing plan timelines.
Instructional design models include:	exploration game instructional lock step mentoring problem-solving puzzle simulation story-telling.
Standards may include:	AQTF interoperability SCORM usability W3C Accessibility.
Learning styles may include:	activist learning preferences, including auditory, visual or sensory pragmatist reflective theorist
Learning activities may include:	blogs case studies checklists discussions and debates games interviews media presentations problems projects quizzes research reports role-plays simulations tasks work-based practical activities.
Relevant personnel may include:	art director client content expert educator graphic designer head of department information architect language, literacy and numeracy specialist programmer reference group member technical director technical staff other specialist creative and administrative staff.
Communication and collaborative tools may include:	blogs chat discussion forums messaging TiVo wikis other social software tools.
Production requirements may include:	levels of expertise production deadlines production schedules production team testing strategies.
Testing strategies may include:	alpha beta completion continuous milestone prototype staged.
Design specifications may include:	content inventory diagrams flow charts maps navigation charts plans storyboards technical specifications user interface mock-ups wire frames
Legislative or ownership issues may be:	access and equity clearances confidentiality copyright intellectual property rights non-disclosure agreements open source licensing ownership of assets product licensing.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG504A Design games

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design games and document the process for developing them. Game design requires a high degree of collaboration between script writers, programmers and graphic designers. Low-end games can be constructed using interactive authoring tools, but for video game productions, designers need to work with high level programmers to ensure that designs are technically feasible. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	A lead designer typically applies the skills and knowledge described in this unit, which relate to generating and then working on a game idea until the mechanics and design of the game are fully documented. A lead designer communicates the vision for a game to the rest of the team, takes ideas submitted during design meetings and analyses them to ensure they fit the game's intended objectives. This vision is captured in the game design document. Depending on the size of an enterprise, a lead designer may supervise assistant or level designers and would typically report to a design or creative director. Skills associated with story-telling are covered in: CUFWRT402A Write extended stories.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify project requirements	1. Confirm the objective and desired outcomes of a game proposal or brief in consultation with relevant personnel 2. Identify factors that may have an impact on how a game is designed 3. Clarify target audience to determine format and delivery platform of the game through discussion with relevant personnel
Research games and generate ideas	4. Select state of the art games from different genres to play as a source of inspiration 5. Search game literature for each game and identify the games' objectives 6. Generate range of ideas for game designs that are technically feasible, respond to the proposal or brief, and provide creative solutions to design issues 7. Discuss ideas and collaborate, as required, with relevant personnel to ensure contribution of a range of ideas and creative solutions to initial concepts
Select a game genre	8. Identify and present a range of game genres to relevant personnel for consideration in terms of their characteristics, differences and ability to meet requirements of proposal or brief 9. Consult with relevant personnel to ensure that a full range of genres has been identified and sourced 10. Select the game genre that best meets the creative, technical and production requirements of proposal or brief
Draft game design document	11. Establish the game strategy outcomes 12. Use design techniques to develop the structure of a game ensuring that all elements, including style and game mechanics, are fully documented 13. Use a range of criteria to determine the scope of a prototype to be used in the development phase 14. Ensure that the prototype selected is capable of testing the effectiveness of the proposed game 15. Include a register of game assets in consultation with relevant personnel 16. Present draft game design document for discussion with and feedback from other team members
Finalise game design document	17. Re-evaluate game design objectives on the basis of feedback on the prototype and draft game design document 18. Discuss and confirm additional requirements or modifications to the game design with relevant personnel 19. Specify the game production specifications, including appropriate testing strategies 20. Write final game design document to reflect all additional requirements or modifications

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written proposals and creative briefs work collaboratively in a team environment present game design ideas for discussion and feedback from team members document game design specifications clearly and concisely initiative, enterprise and creativity in the context of: generating innovative ideas for game designs thinking laterally when developing concepts undertaking background research into game ideas maintaining design integrity technical skills sufficient to create complex designs using storyboards, maps and other diagrams to specify the architecture and navigation of game mechanics self-management skills sufficient to: meet deadlines provide appropriate and timely documentation
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of game theory, including traditional games broad range of game genres and styles technical parameters of various games platforms issues and challenges that arise in designing games research methods for staying abreast of the latest changes and design enhancements requirements of game play design documents typical formats and techniques for documenting game designs intellectual property rights and copyright clearance procedures OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of original and innovative concepts for games design of game play methods that are compelling for the user and technically feasible production of clear and well-presented game design documentation ability to work effectively as a member of a design team.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the design of a variety of games for at least two platforms access to game proposals or briefs on which designs can be based access to a range of games for viewing access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of game designs documented by the candidate and of their quality in terms of meeting creative briefs written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to develop designs for different types of games.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM404A Create storyboards BSBCRT501A Originate and develop concepts.

Range Statement

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.
Relevant personnel may include:	art director client designers director graphic artist head of department producer programmer publisher script writer software engineer other technical and creative staff.
Factors may include:	availability of personnel availability of resources available budget complexity of proposed game intellectual property need to attract finance production schedule production values technical parameters, including: technology constraints console platform bandwidth memory/RAM timelines user and audience.
Delivery platforms may include:	CD/DVD digital television set games console internet mobile phone personal digital assistant (PDA) other wireless/mobile devices.
State of the art games may include:	best selling games games that show unique and innovative approaches.
Game literature may include:	game design books game post-mortems magazine, newspaper and journal articles previews and reviews strategy guides user manuals walkthroughs other online game resources.
Game genres may include:	adventure arcade first person shooter massively multiplayer online mazes platforms puzzles racing rhythm role playing simulation sport strategy third person shooter.
Design techniques may include:	drawing flow chart scanning storyboard using image and background generating tools.
Game mechanics may include:	environment and object interactions environment dynamics game objects game play elements that may include: skill levels judgements choices decisions codes rules levels of progression goals actions events levels of difficulty scoring calculation of scoring user control user interaction options for single player or multiplayer customisation key systems object actions object to object interactions.
Criteria may include whether the prototype:	can be demonstrated to a specialist target group can be used for promotional purposes can demonstrate the full potential of the game can sell a concept to potential investors is appropriate for the chosen genre and style.
Testing the effectiveness of the prototype may include:	comparing game design with original objectives group discussion techniques identifying any logical inconsistencies in: design game timing story-lines measuring the levels of user satisfaction paper and pencil techniques (dry running).
Game assets may include:	animations audio, including: sound effects dialogue narration music cut scenes titles video sequences.
Game design document may include:	agent architectures artificial intelligence asset register background story comprehensive designs for each mission and level decision-making systems game mechanics game tools graphics inventories overview production specifications scripts spatial design storyboard and flow chart synopsis title user interface walkthroughs.
Production specifications may include:	budget intellectual property levels of staff expertise production schedule production values size and composition of the development team technology constraints testing strategies timelines.
Testing strategies may include:	alpha beta completion continuous milestone prototype staged.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG505A Design information architecture

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design the information architecture of an interactive media product. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Depending on the size and type of organisation, information architects or senior web designers apply the skills and knowledge outlined in this unit. They work collaboratively with senior personnel, such as creative directors and other members of a development team, to develop the content, structure and navigation of interactive media products. Liaison with clients and team members is a key feature of this role, as is prototype testing (wire framing), which is undertaken as part of the design process. Attention to detail is also required to ensure that all aspects of content are effectively addressed. Skills associated with testing interactive media products are covered in: CUFDIG501A Coordinate the testing of interactive media products.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify project requirements	1. Discuss concepts with relevant personnel to ensure that design briefs are fully understood 2. Identify technical parameters of interactive media products, including delivery platform 3. Identify target audience characteristics 4. Identify content to be integrated into or generated by interactive media products
Classify and organise content	5. Research and select appropriate thesaurus and metadata standards if relevant 6. Organise content and construct a content inventory detailing levels of hierarchy using classification techniques 7. Assign labels to content that are appropriate and meaningful for target audiences 8. Identify content search requirements 9. Discuss proposed content classification with relevant personnel to ensure that it meets project requirements
Draft information architecture design specifications	10. Sketch overall architecture showing the relationship between interactive content 11. Design forms that detail content input process if required 12. Specify search functionality and search return displays 13. Construct wire frame of the content architecture and navigation pathways 14. Write draft design specifications to include all relevant advice to development teams 15. Present draft design specifications for discussion with and feedback from other team members 16. Amend draft design specifications to accommodate feedback as required 17. Discuss final draft design specifications with clients to ensure designs are consistent with project requirements
Finalise information architecture designs	18. Conduct usability test using appropriate testing techniques 19. Incorporate design changes to information architecture in design specifications 20. Obtain final agreement from relevant personnel for finished design

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written proposals and creative briefs work collaboratively in a team environment present information architecture designs for discussion and feedback from team members and clients document clearly and concisely the information architecture design for an interactive media product initiative and flexibility in the context of: analysing, processing and classifying content finding solutions to content classification problems finding ways to minimise the effect of technical constraints ensuring there is an intuitive and logical flow to the navigation of an interactive media product technical skills sufficient to: create complex designs using storyboards, maps and other diagrams to specify the architecture and navigation of interactive media products construct wire frames self-management skills sufficient to: meet deadlines provide appropriate and timely documentation
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders content classification techniques of taxonomy and folksonomy metadata standards as they apply to specific products technical parameters of various platforms and how these impact on information architecture issues and challenges that arise in designing games understanding the way users scan and read or view interactive content typical formats and techniques for documenting information architecture designs OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: clearly documented and user-tested design specifications for the information architecture of an interactive media product ability to work effectively as a member of a design team high level of attention to detail.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the design of information architecture for at least two interactive media products access to interactive media proposals or briefs on which designs can be based that information architecture designs can be tested access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of information architecture designs documented by the candidate and of their effectiveness in terms of meeting requirements observation of a candidate presenting his/her information architecture design to team members and explaining how it meets requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to develop information architecture designs for a range of interactive media products.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG501A Coordinate the testing of interactive media products CUFDIG502A Design web environments CUFDIG503A Design e-learning resources CUFDIG504A Design games CUFDIG506A Design interaction.

Range Statement

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.
Relevant personnel may include:	art director client educator graphic designer head of department instructional designer programmer technical director technical staff user interface designer other specialist creative and administrative staff.
Delivery platform may include:	CD/DVD games console internet kiosk mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Audience characteristics may include:	computer literacy demographics, such as: age gender education occupation location cultural background hobbies interests internet literacy language, literacy and numeracy personas specific needs - physical or psychological.
Content may include:	animation audio/visual files, such as PowerPoint graphics images text text documents, such as PDF and Word.
Metadata standards may include:	Australian Government Locator Service (AGLS) CIDOC Conceptual Reference Model (CRM) Dublin Core EdNa metadata standards other standards as appropriate.
Organising content may include:	categorisation, based on: alphabet numbers location time continuum subject category random chunking graphical message metadata metaphor.
Classification techniques may include:	folksonomy taxonomy.
Search requirements may include:	advanced search browse via menu systems browse via quick search metadata search search site by text box.
Project requirements may include:	access to facilities and resources budget deliverables milestones personnel, including: number availability expertise prototyping technical issues, including: delivery platform disk space bandwidth testing plan timelines.
Wire frames may include:	digital software, such as: PowerPoint Dreamweaver paper-based.
Design specifications may include:	content inventory diagrams flow charts maps navigation charts plans search functions and search display storyboards technical specifications wire frames.
Testing techniques may include:	card sorting focus group heuristic analysis inspection user trial.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG506A Design interaction

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design the interaction for interactive media products. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People who apply the skills and knowledge outlined in this unit could be responsible for designing products such as games, e-learning resources or websites. Alternatively, they may specialise in the design of interactivity and work collaboratively with other designers. Liaison with team members is a key feature of this role, as is testing undertaken as part of the design process. A well-developed understanding of the dynamics of human-computer interaction is essential. Skills associated with designing specific products are covered in: CUFDIG502A Design web environments CUFDIG503A Design e-learning resources CUFDIG504A Design games.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify project requirements	1. Discuss concepts with relevant personnel to ensure that design briefs are fully understood 2. Discuss with relevant personnel the purpose of the interactive media product 3. Identify technical parameters of appropriate interactive media products, including format and delivery platform 4. Identify target audience and user characteristics
Generate ideas for interaction	5. Research the delivery platform and analyse its potential for human-computer interaction 6. Generate a range of ideas to broaden and deepen the range of user experiences 7. Continuously evaluate new ideas and incorporate them as appropriate 8. Consult relevant personnel to ensure that all possible options are considered 9. Select a systematic approach that will meet creative, production and technical requirements specified in briefs
Draft interaction design specifications	10. Draft interaction design specifications for all interactive sequences 11. Select sequences as prototypes and demonstrate prototype interactions using a wire frame 12. Conduct usability test using appropriate testing techniques 13. Use prototype to identify logical inconsistencies in design and to measure levels of user engagement 14. Document all feedback and incorporate into design specifications
Finalise interaction designs	15. Re-evaluate interactions on the basis of prototype feedback 16. Discuss and confirm additional requirements or modifications to the interaction design with relevant personnel 17. Write final interaction design specifications to reflect all additional requirements or modifications

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written proposals and creative briefs work collaboratively in a team environment present interactivity designs for discussion and feedback from team members and clients document clearly and concisely the interaction design for an interactive media product initiative, creativity and flexibility in the context of: generating a range of ideas for deepening and broadening user experiences and interactions finding solutions to interactivity challenges finding ways to minimise the effect of technical constraints ensuring that interaction is intuitive and logical technical skills sufficient to: create complex designs using storyboards, maps and other diagrams to specify the architecture and navigation of interactive media products construct wire frames self-management skills sufficient to: meet deadlines provide appropriate and timely documentation
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders sound understanding of the relationship between technical and creative aspects and requirements of interactive media projects issues and challenges that arise in designing interaction technical parameters of various platforms and how these impact on the potential of interactivity OHS standards as they apply to computers and environments in which testing may be conducted sound understanding of the dynamics of human-computer interactions typical formats and techniques for documenting interactivity designs

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: clearly documented and user-tested interaction design specifications for an interactive media product ability to work effectively as a member of a design team well-developed understanding of the principles of interactivity from a user perspective.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the design of interactivity for at least two interactive media products access to proposals or briefs on which designs can be based that interactivity designs can be tested access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of interactivity designs designed and documented by the candidate and of their effectiveness in meeting requirements observation of a candidate presenting his/her interactivity design to team members and explaining how it meets requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to develop interactivity designs for a range of interactive media products.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG501A Coordinate the testing of interactive media products CUFPPM404A Create storyboards.

Range Statement

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.
Relevant personnel may include:	art director client designer director graphic artist head of department producer programmer publisher script writer software engineer technical and creative staff.
Purpose may include:	communication data e-learning resource game information knowledge virtual world or simulation web environment.
Delivery platforms may include:	CD/DVD digital television set games console internet mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Audience and user characteristics may include:	computer literacy demographics, such as: age gender education occupation cultural background location hobbies interests internet literacy language, literacy and numeracy personas specific needs - physical or psychological.
Human-computer interaction may include:	adaptation communication control creativity feedback productivity.
User experiences may include:	composing conversing creating making participating performing playing reading thinking viewing writing.
Interaction design specifications may include:	diagrams flow charts interactive sequences maps navigation charts plans storyboards technical specifications wire frames.
Wire frames may include:	digital software, such as: PowerPoint Dreamweaver paper-based.
Testing techniques may include:	card sorting focus group heuristic analysis inspection user trial.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDIG507A Design digital simulations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design digital simulations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The range of digital simulations covered in this unit is broad, and could include virtual world environments for architecture; virtual instruments and equipment for science and engineering; or natural and technical processes and procedures in medicine, conservation and manufacturing. As these simulations are based on real world environments and processes, designers need to work closely with experts in the field to understand the dynamics of the processes and to be able to model these in a virtual environment. The unit also requires working collaboratively with programmers and software authors to ensure the simulation can be technically achieved. As the application for simulation is broad, including demonstration and training, this unit relates to other design units, including: CUFDIG503A Design e-learning resources CUFDIG504A Design games.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify project requirements	1. Confirm objectives and desired outcomes of briefs in consultation with relevant personnel 2. Identify target audience and determine format and delivery platform of simulations through discussion with relevant personnel
Research and plan approach	3. Investigate fully the real world environment that is to be simulated 4. Obtain designs, plans and other information that may assist in modelling the real world environment 5. Determine the performance objectives, task complexity and required levels of user skill 6. Determine the required depth of physical and functional fidelity, taking into account production requirements 7. Research and select appropriate simulation authoring tools 8. Discuss ideas and collaborate, as required, with relevant personnel to ensure contribution of a range of ideas and creative solutions
Draft simulation design documents	9. Identify the processes that determine the functional behaviour and specify how this behaviour is to be represented by control objects 10. Define the underlying functionality in a model that specifies the essential settings, states, conditions and parameters 11. Specify the user interface controls that enable users to interact with simulations 12. Identify critical impacts, alerts or costs for incorrect user operation 13. Specify positive and negative user feedback 14. Specify the sequencing of levels of difficulty 15. Present draft simulation design documents for discussion with and feedback from other team members
Finalise simulation design documents	16. Review designs against required project outcomes and performance objectives 17. Review designs to ensure they meet creative, technical and legislative requirements 18. Adjust designs as necessary after discussions with relevant personnel and incorporating user feedback 19. Save and archive user interface controls for other projects

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify project briefs establish rapport with clients work collaboratively in a team environment to find the best design solutions clearly and concisely document specifications for the design of the digital simulation initiative and enterprise in the context of: generating ideas for the design of digital simulations that meet the specified performance objectives thinking laterally when developing ideas maintaining design integrity technical skills sufficient to: create storyboards, state-charts and other diagrams to specify the architecture and navigation of digital simulations design simulations that represent a real world environment to the required level of fidelity self-management skills sufficient to: meet deadlines provide appropriate and timely documentation
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders issues and challenges that arise in the context of designing and developing digital simulations typical formats and techniques for documenting the design of digital simulations OHS standards as they relate to working for periods of time on computers way in which algorithms, laws, rules and mathematical formulas can represent real world processes intellectual property rights and copyright clearance procedures

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: design specifications for digital simulations that: are well documented and clearly presented meet performance requirements are technically feasible ability to work effectively as a member of a design team.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the design of at least two digital simulations access to briefs for digital simulations on which designs can be based access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of digital simulation designs documented by the candidate and of their quality in terms of meeting performance requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to develop digital simulations for a range of real world environments.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG503A Design e-learning resources CUFDIG504A Design games CUFDIG506A Design interaction.

Range Statement

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.
Relevant personnel may include:	art director client designer expert graphic artist head of department programmer publisher script writer software engineer other technical and creative staff.
Delivery platforms may include:	CD/DVD games console internet mobile phone personal digital assistant (PDA) other wireless/mobile devices.
Real world environments may include:	device equipment machine natural habitat procedure process social environment spatial environment system tool.
Performance objectives may include:	control dexterity judgement knowledge memory perception proficiency recall reflection speed and accuracy of decision making and problem solving understanding.
Production requirements may include:	budget schedules staff expertise timelines.
Authoring tools may include:	authoring software, such as: Dreamweaver GoLive Contribute Breeze Captivate Authorware Flash Director PageMill RoboDemo simulation software, such as LabView scripting using languages, such as: CC++ Java ActionScript Lingo.
Processes may include:	astrological biological chemical electrical environmental mechanical mental physical social.
Control objects may include:	algorithms forces laws mathematical formulas rules.
User interface controls may include:	buttons clocks dials gauges handles joysticks keyboards keypads knobs lamps levers meters sliders switches timers valves wheels.
Simulation design documents may include:	diagrams flow charts maps plans state-charts storyboards technical specifications user interface mock-ups wire frames.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - digital content and imaging

Co-requisite units

Co-requisite units

CUFDRT401A Direct television programs and segments

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to direct television programs and segments. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Television producers and directors who work on programs with a clearly-defined format apply the skills and knowledge described in this unit. Directors are responsible for directing the crew, as well as program guests, interviewees or any member of the public being filmed for programs. Even though directors act with a fair degree of autonomy, they are members of a production team. In general they report to an executive producer, news editor or program producer. In some circumstances, the role of director and producer may be combined.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Undertake pre-production.	1.1. Determine program format, location and requirements in consultation with relevant personnel. 1.2. Determine optimal approach to achieve creative and technical aspects of programs and program segments. 1.3. Devise camera coverage in consultation with relevant personnel and within own level of responsibility. 1.4. Ensure that all program elements are listed on running sheets in line with enterprise procedures.
2. Direct program segments.	2.1. Oversee camera and sound check and rehearsal of shots. 2.2. Provide final briefings to talent and crew and respond to queries as required. 2.3. Direct talent and crew to achieve required style and in a way that minimises the need for editing. 2.4. Review recorded segments to determine if they meet production requirements and re-shoot as required. 2.5. Direct the editing of segments as required, in line with production requirements and deadlines.
3. Direct programs.	3.1. Oversee camera and sound check and rehearsal of shots. 3.2. Provide final briefings to talent and crew and respond to queries as required. 3.3. Check that two-way communication equipment is functioning. 3.4. Direct cameras and operations to achieve required style. 3.5. Direct live switches as required. 3.6. If directing live programs, be prepared to make decisions on the fly in the event of unforeseen circumstances. 3.7. Monitor pace and flow of programs and take action to bring them back on track if necessary.
4. Review programs.	4.1. Debrief with relevant personnel about how well programs achieved creative and technical goals. 4.2. Incorporate suggestions for improvement into future programs. 4.3. Finalise requisite documentation and ensure required copies of programs are kept in accordance with legislative and enterprise procedures.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
well-developed communication and literacy skills in the context of: delivering clear briefings to production crew and program guests providing clear verbal and non-verbal cues during productions interacting with people in sensitive situations interpreting production documentation teamwork skills in the context of: fostering cooperation and creative synergy within production teams giving and receiving constructive feedback on performance technical skills sufficient to: direct television production crews direct the editing of program segments use two-way communication devices aural discrimination skills in relation to ensuring that sound levels are consistent visual discrimination skills in relation to advising on the overall look of visual content initiative and flexibility in the context of: resolving unexpected problems managing a range of tasks concurrently contributing ideas about camera coverage to achieve required creative outcomes self-management and planning skills sufficient to: work under pressure and meet deadlines manage work calmly and effectively to achieve goals and results.
Required knowledge
industry knowledge, including: roles and responsibilities of personnel involved in television production areas, such as camera, lighting, sound, post-production and graphics issues and challenges that arise in directing television programs single and multi-camera techniques for making programs that require minimal editing features of a range of cameras and accessories communication techniques, including effective listening, questioning and non verbal cues OHS standards as they apply to directing television programs

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: directing of television programs that demonstrates: effective communication with cast and crew ability to integrate a number of different tasks simultaneously knowledge of single and multi-camera operations ability to meet production deadlines collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to television production facilities and field assignments to enable practical demonstration of directing skills on a number of occasions access to video playback equipment to enable evaluation of programs directed by the candidate access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Method of assessment	The following assessment method is appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of programs directed by the candidate, including discussion with candidate about the process followed to direct the programs observation of the candidate directing programs or program segments written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM401A Produce programs and program segments.

Range Statement

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.
Relevant personnel may include:	announcers broadcasters clients contestants designers interview subjects journalists performers presenters producers program hosts program managers and directors sales representatives technical directors technical staff other specialist staff.
Technical aspects may include:	announcers broadcasters clients contestants designers interview subjects journalists performers presenters producers program hosts program managers and directors sales representatives technical directors technical staff other specialist staff.
Program elements may include:	comedy segments commercials and sponsorship community announcements current affairs drama segments front and back announcements interviews live crosses music news prerecorded segments sound effects telephone calls.
Contributors and talent may include:	academics artists community representatives contestants government representatives historians members of the general public news-makers performers philosophers politicians scientists sports people topic specialists.
Style may include:	adequate pauses articulation body language dress, hair and make-up enunciation inflection mood pace tone of voice visual presentation
Documentation may include:	cue sheets log sheets on-air front and back announcements program documentation, such as: broadcast date and time track numbers plot and thematic information master copy and duplicates.
Production requirements may include:	attributions audience budget capabilities of the studio confidentiality content contractual copyright deadlines direct quotes duration ethics intellectual property interviews location purpose schedule style.

Unit Sector(s)

Unit sector	Media and entertainment production - directing

Competency field

Competency field

Co-requisite units

Co-requisite units

CUFDRT501A Direct rehearsals of performers

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to rehearse performers for film, media and stage production. Directors are responsible for visualising and defining the style and structure of productions. They must have the capacity to inspire and motivate their team to produce the film they have envisioned, so high-level communication and management skills are essential. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Directors of film, media and stage production that involve a number of performers apply the skills and knowledge contained in this unit. Even though directors act with a high degree of autonomy and are ultimately responsible for realising the production's creative vision, they are members of a production team and need to collaborate with technical and administrative personnel during rehearsals and final productions. Skills associated with directing television programs are covered in: CUFDRT401A Direct television programs and segments.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan rehearsals.	1.1. Breakdown script or brief to establish achievable rehearsal schedules for production. 1.2. Establish key dramatic elements to be addressed in rehearsal, and plot and document scenes. 1.3. Note areas of scripts that require special attention and prioritise scenes that may need additional emphasis in rehearsal. 1.4. Undertake research from a range of sources to enhance artistic interpretations of script materials. 1.5. Liaise with relevant production personnel to ensure availability of rehearsal infrastructure and production requirements. 1.6. Establish effective communication processes with relevant production personnel and ensure that documentation requirements are fulfilled.
2. Conduct initial read-throughs.	2.1. Brief relevant production personnel on intended creative, dramatic and technical aspects of productions. 2.2. Initiate appropriate rehearsal exercises with a view to establishing cast cohesion and communication within production requirements. 2.3. Conduct an initial read-through of script materials to identify key dramatic elements and proposed visualisation of narrative. 2.4. Discuss interpretations of script and characterisations with performers and record responses for potential inclusion in productions. 2.5. Provide performers with additional materials and sources to assist with their interpretation of characters and to enhance the quality of their performance.
3. Conduct rehearsals.	3.1. Conduct appropriate rehearsal exercises and strategies, incorporating innovative ideas to enhance overall performance. 3.2. Assist performers to understand the plan for realising the translation of scripts from written to visual narratives. 3.3. Discuss dramatic elements of scenes with performers and work together to refine and improve quality of performances. 3.4. Assist performers to take account of a range of performance factors as they work on realising the relationship between the visual and narrative aspects of scripts. 3.5. Monitor disposition of performers throughout rehearsals and create an environment that allows them to achieve optimum results from their performance. 3.6. Develop and establish blocking and staging of each scene with relevant production personnel, noting input from participants. 3.7. Ensure performers understand the context of blocking and staging arrangements in each scene. 3.8. Provide feedback to performers during rehearsals in a clear and constructive manner.
4. Direct final rehearsals.	4.1. Liaise with relevant production personnel to finalise technical and design requirements for a full dress rehearsal. 4.2. Conduct final rehearsals, incorporating planned and rehearsed aspects of the production. 4.3. Evaluate all aspects of rehearsals, including own performance, and note areas for improvement. 4.4. Provide constructive feedback to relevant production personnel on their performances and invite comment on the rehearsal process.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: explain narrative concepts, story-lines and characterisation requirements to performers during rehearsals provide constructive feedback to performers during and after rehearsals respond appropriately to feedback from others on the rehearsal process negotiate arrangements with production staff and performers in ways that foster a positive rehearsal environment work closely with team members high level of initiative, enterprise and creativity in the context of: developing ideas to a final outcome in original and innovative ways demonstrating originality and innovative approaches in the creative directing process being open to a wide range of ideas and approaches to visualising scripts generating original and fresh approaches to visualising scripts determining how a story can be carried forward from one scene to the next and throughout an entire production technical skills sufficient to use standard word processing and spreadsheet applications in preparing documentation in relation to the directing process planning, organising and literacy skills in the context of: analysing complex outlines and scripts to plan character development undertaking background research to enhance understanding and appreciation of production contexts addressing and solving problems and challenges in a timely and collaborative manner self-management and learning skills sufficient to: show strong leadership qualities refine the quality of performances through an ongoing process of experimentation experiment with narrative conventions and elements to develop and extend one's own directing practice provide appropriate and timely production documentation manage a number of tasks concurrently work under pressure to tight deadlines.
Required knowledge
well-developed understanding of character development and the craft of screen or stage acting knowledge of communication techniques, including effective listening, questioning and non-verbal cues industry knowledge, including: roles and responsibilities of screen, media and entertainment production personnel sound understanding of artistic and technical elements associated with productions, e.g. staging, lighting and sound issues and challenges that arise in directing performers conventions and practices of directing for the screen or stage broad historical and cultural context for types of productions relevant to area of work visual story-telling techniques techniques to transpose written to visual narrative conditions of industrial awards and workers' compensation in relation to participation of cast and crew in rehearsals OHS standards as they apply to directing performers.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: directing of rehearsals that demonstrate: effective communication with cast and crew ability to develop strategies to plot and plan performances knowledge of all technical, staging and artistic aspects of a production ability to meet production deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to productions that require the directing of performers availability of performers access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Method of assessment	The following assessment method is appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate directing performers during rehearsals to assess candidate's ability to communicate effectively with performers written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDRT502A Direct performers CUFDRT602A Audition and select performers CUFDRT603A Direct screen production crews.

Range Statement

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.
Productions may include:	advertisements/commercials animations documentaries factual programs, e.g. science programs feature films infotainment interactive media live performances music videos promotional presentations shorts television series and serials training videos.
Dramatic elements may include:	act changes attitude character: sub-text objectives actions history turning points director's vision nature of dramatic conflict plot production genre, e.g. drama, comedy or panel rhythm relationships between: characters cast members cast and director cast and technical staff scene function script narrative and story-line style, e.g. period, contemporary, rock or classic theme timeframe and location tone.
Rehearsal infrastructure may include:	cameras catering lights make-up props sets sound tables and chairs toilets transport venues, e.g. studio, theatre or local hall wardrobe.
Production requirements may include:	budget codes of practice confidentiality content contractual copyright deadlines duration genre of production intellectual property location purpose schedule.
Production personnel may include:	actor associate producer camera operator co-producer director director of photography first assistant director gaffer head of department: make-up wardrobe performer presenter producer production designer production manager script writer sound operator stage manager technical producer.
Documentation may include:	accident report forms agent lists artists' call sheet, e.g. publicity call sheets bump-in schedules cast and crew call sheets company/organisation lists contact lists contracts distribution lists dressing-room lists front-of-house information ground plans memos petty cash forms preliminary cue synopses production meeting agendas production meeting minutes production plans production schedules props lists rehearsal reports rehearsal schedules scene breakdown and working division scenery lists technical plots, e.g. fly plots and dome plots texts tour itineraries understudy and covers lists venue information wardrobe lists
Rehearsal exercises may include:	blocking and staging improvisations: character situational movement, such as stretching, stage, yoga and aerobics physical vocal.
Performers may include:	actors animals and handlers animations audience extras musicians narrators presenters puppets stunt performers.
Materials and sources may include:	actual events existing dramatic material imagination in loco experience internet magazines newspapers personal experiences radio research of characters research of settings
Performance factors may include:	context of each scene within the whole narrative how the story is carried forward through the production as a whole the mise en scene.
Context for blocking and staging arrangements may include:	camera movement camera position lighting sound.
Technical and design requirements may include:	cameras lighting make-up props sets, e.g. substitute furniture or flats sound taping floor space wardrobe.

Unit Sector(s)

Unit sector	Media and entertainment production - directing

Competency field

Competency field

Co-requisite units

Co-requisite units

CUFDRT502A Direct performers

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to direct performers during the filming or recording of productions. Directors are responsible for visualising and defining the style and structure of productions. They must have the capacity to inspire and motivate their team to produce the film they have envisioned, so high level communication and management skills are essential. As time and budgets are important to screen productions, directors are responsible for ensuring that performers and production personnel are well briefed and rehearsed prior to shooting. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Directors of film and television productions that involve a number of performers apply the skills and knowledge described in this unit. Even though directors act with a high degree of autonomy and are ultimately responsible for realising the production's creative vision, they are members of a production team and need to collaborate with technical and administrative personnel during rehearsals and on film shoots. A high level of creativity is expected, along with the flexibility to make compromises where necessary. Skills associated with directing television programs are covered in: CUFDRT401A Direct television programs and segments.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for actual production.	1.1. Brief performers about any specific technical requirements in collaboration with relevant production personnel where necessary. 1.2. Establish appropriate lines of communication between relevant production personnel to ensure smooth running of production. 1.3. Inform and update relevant production personnel of changes in production requirements that may have occurred since final rehearsals. 1.4. Review relevant dramatic elements dealt with in rehearsals. 1.5. Throughout actual production activity, run through scenes with performers immediately prior to recording where time allows.
2. Facilitate performances.	2.1. Create an appropriate environment to maximise performances and characterisations, including conduct of appropriate warm-up activities. 2.2. Ensure appropriate OHS requirements are met in line with enterprise procedures. 2.3. Communicate with relevant production personnel clearly and provide constructive feedback throughout production process. 2.4. Identify and rectify creative problems throughout production in collaboration with relevant production personnel. 2.5. Ensure performers are kept informed of filming order of scenes as required. 2.6. Assist performers throughout the entire production to understand desired mise en scene effect, size of each shot or framing, and their role in the context of whole shot or scene. 2.7. Engage performers in the control of the narrative by use of techniques that allow for character sub text.
3. Wrap production.	3.1. Check all scenes are recorded and complete, including spot checks of actual recordings for quality and accuracy. 3.2. Stand down production crew and complete necessary documentation according to enterprise procedures. 3.3. Make arrangements for additional production requirements as required and ensure relevant production personnel are informed appropriately. 3.4. Evaluate all aspects of the shoot from a director's perspective, including own performance, and note areas for improvement. 3.5. Provide positive feedback to relevant production personnel and invite comment on the shoot.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: work with performers to produce quality performances that build on rehearsal experience provide constructive feedback to performers during shoots work collaboratively with production staff and performers during shoots respond appropriately to feedback from others about shoots high level of initiative, enterprise and creativity in the context of: developing ideas to a final outcome in original and innovative ways demonstrating originality and innovative approaches in the creative directing process being open to a wide range of ideas and approaches to visualising scripts generating original and fresh approaches to visualising scripts determining how a story can be carried forward from one scene to the next and throughout an entire production being flexible enough to make last-minute adjustments to planned performances if unforeseen circumstances arise during a shoot self-management and problem-solving skills sufficient to: show strong leadership qualities solve problems and challenges on set in a timely and collaborative manner manage a number of tasks concurrently work under pressure to tight deadlines.
Required knowledge
well-developed understanding of: character development the craft of screen acting the craft of the director of photography knowledge of communication techniques, including effective listening, questioning and non-verbal cues industry knowledge, including: roles and responsibilities of personnel in the screen production industry sound understanding of artistic and technical elements associated with productions, e.g. staging, lighting and sound issues and challenges that arise in directing performers in screen productions conventions and practices of directing for the screen broad historical and cultural context for types of productions relevant to area of work visual story-telling techniques techniques to transpose written to visual narrative conditions of industrial awards and workers' compensation in relation to participation of cast and crew in shoots duty of care to colleagues and general public OHS standards as they apply to directing performers in screen productions.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: directing of screen productions that demonstrates: effective communication with cast and crew ability to develop strategies to adjust planned performances knowledge of all technical, staging and artistic aspects of a production ability to meet production deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to screen productions that require the directing of performers availability of performers access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Method of assessment	The following assessment method is appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate directing performers during a shoot to assess candidate's ability to communicate effectively with performers evaluation of screen productions directed by the candidate to determine candidate's understanding of the directing process written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDRT501A Direct rehearsals of performers CUFDRT602A Audition and select performers CUFDRT603A Direct screen production crews.

Range Statement

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.
Performers may include:	Documentation may include:
Technical requirements may include:	cameras floor space lighting make-up props sets, e.g. substitute furniture and flats sound taping wardrobe.
Production personnel may include:	associate producer camera operator co-producer director director of photography first assistant director gaffer head of department: make-up wardrobe producer production designer production manager script writer sound operator stage manager technical producer.
Productions may include:	advertisements/commercials animations documentaries factual programs, e.g. science programs feature films infotainment interactive media productions live performances music videos promotional presentations shorts television series and serials training videos.
Production requirements may include:	budget codes of practice confidentiality content contractual copyright deadlines duration genre of production intellectual property location purpose schedule.
Dramatic elements may include:	act changes attitude character: sub-text objectives actions history turning points director's vision nature of dramatic conflict plot production genre, e.g. drama, comedy or panel rhythm scene function script narrative and story-line style, e.g. period, contemporary, rock or classic theme timeframe and location tone relationships between: characters cast members cast and director cast and technical staff.
Warm-up activities may include:	blocking and staging improvisations: character situational movement, such as stretching, stage, yoga and aerobics physical vocal.
Mise en scene may include:	actors blocking: movement positioning costumes lighting props sets.
Documentation may include:	accident report forms agent lists bump-in schedules cast and crew call sheets contact lists dressing-room lists front-of-house information ground plans memos petty cash forms preliminary cue synopses production meeting agendas production meeting minutes production plans production schedules props lists rehearsal reports rehearsal schedules scene breakdown/working division scenery lists technical plots, e.g. fly plots and dome plots texts tour itineraries understudy and covers lists venue information wardrobe lists.

Unit Sector(s)

Unit sector	Media and entertainment production - directing

Competency field

Competency field

Co-requisite units

Co-requisite units

CUFDRT601A Establish the creative vision for screen productions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use sound and visual images to transform written scripts into screen productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit describes the skills and knowledge required by directors to interpret and use key elements of scripts as the basis for developing the creative vision for relatively large-scale productions. These could include feature films, short films or television dramas. Directors work closely with writers in developing scripts and may have a major influence on the final creative outcome. In the final analysis, directors may be answerable to a producer, but they often perform both roles. A high level of creativity and innovative thinking is required, since a director's role is to establish the big picture view for productions and to create a sense of overall unity within productions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Review and interpret scripts.	1.1. Read available drafts of scripts and arrange meetings with appropriate creative personnel to discuss potential interpretations of the vision. 1.2. Assess the intended creative aims of scripts, define proposed objectives and explore how they may be realised visually or through the use of sound. 1.3. Generate and consider a range of ideas for visualising scripts until a clear narrative emerges. 1.4. Identify research and reference materials to inform creative directions and to assist in providing the context for productions. 1.5. Review script drafts in collaboration with writers, agree on the need for any rewrites and organise timetables for completions. 1.6. Prepare clear development notes for script writers to produce script re-drafts as required. 1.7. Document perceived visual and dramatic elements in scripts as the basis for shot plans.
2. Prepare shot plans to realise visual narrative.	2.1. 1.1 Mark up working script into its component scenes and identify key dramatic elements and technical parameters within each scenic unit. 2.2. Plot key dramatic elements within each scene and between scenes to realise the transformation of the written narrative into its visual representation. 2.3. Consider the whole of the narrative and scenes to determine the location of characters and other elements for each individual shot. 2.4. Assess the photographic qualities of proposed shots and how they may impact on interpreting the story overall and within each scene. 2.5. Ensure overall shot plans allow both narrative and visual aspects to be controlled and carried forward to meet overall production requirements. 2.6. Discuss shot plans with relevant production personnel prior to development of any storyboards.
3. Review and communicate proposed shot plan.	3.1. Identify and document areas of productions that may be affected by script versions and discuss changes with colleagues. 3.2. Arrange sign-off for final script with producers if applicable and ensure it is distributed to relevant creative personnel. 3.3. Maintain an ongoing review of script and shot plans and organise for any further rewrites while production is underway. 3.4. Provide relevant production personnel with appropriate documentation, including latest version of script or script updates as applicable.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: convey concepts and visions to production and cast members conduct effective negotiations with members of a creative team, e.g. writers, producers and directors of photography (DOP) work closely with team members high level of initiative, enterprise and creativity in the context of: using and organising visual narrative elements in original and innovative ways demonstrating originality and innovative approaches in the creative directing process being open to a wide range of ideas and approaches to visualising scripts generating original and fresh approaches to visualising scripts determining how a story can be carried forward from one scene to the next and throughout an entire production planning, organising and literacy skills in the context of: analysing complex outlines/scripts to inform decision making and planning interpreting script materials and formulating a cohesive visual representation of content undertaking background research to enhance understanding and appreciation of production contexts self-management and learning skills sufficient to: show strong leadership qualities locate and use resources to broaden own creative experience experiment with narrative conventions and elements to develop and extend one's own directing practice work under pressure to tight deadlines technical skills sufficient to use standard word processing and spreadsheet applications in the context of preparing documentation in relation to the directing process.
Required knowledge
appreciation and understanding of the key elements of screen productions, such as: screen writing screen acting cinematography editing sound design production design formats and structures of performance outlines and scripts relevant to area of work, e.g. plays, concert outlines and corporate event outlines OHS standards as they apply to directing screen productions industry knowledge, including: roles and responsibilities of personnel in the screen and media production industry impact of technology on production and post-production operations issues and challenges that arise in directing screen productions conventions and practices of directing for the screen broad historical and cultural context for types of productions relevant to area of work techniques used to realise visual narrative from written narrative visual story-telling techniques documentation formats required for information extracted from performance outlines and scripts.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: script visualisations and associated shot plans that demonstrate: well-developed understanding of visual story telling techniques ability to generate original and fresh approaches to visualising scripts ability to prepare performance outlines, scripts and shot plans in an appropriate format within agreed production deadlines ability to analyse and interpret scripts to inform production planning collaborative approach to work, including ability to work with writers and other members of a creative team.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through visualisation of at least two scripts to the stage where detailed shot plans have been prepared access to suitable production opportunities for script development availability of suitable script material and writers access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Method of assessment	The following assessment method is appropriate for this unit: A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a selection of shot plans and script documentation prepared by the candidate to determine candidate's understanding of the script development and directing process written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDRT602A Audition and select performers CUFDRT604A Devise camera coverage CUFDRT605A Collaborate with editors during post-production.

Range Statement

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.
Creative personnel may include:	â€¢ directors â€¢ directors of photography â€¢ eyewitnesses â€¢ performers â€¢ performers â€¢ producers â€¢ script editors â€¢ writers â€¢ other technical/specialist staff.
Research and reference materials may include:	â€¢ actual events â€¢ audience analysis in location for production â€¢ characters â€¢ environment â€¢ historical and cultural context â€¢ imagination and inspiration â€¢ life experience â€¢ locations â€¢ newspapers and magazines â€¢ notes â€¢ paintings, photographs and sketches â€¢ period â€¢ review of corporate objectives â€¢ review of other productions â€¢ settings â€¢ social analysis (current or historical).
Productions may include:	â€¢ advertisements/commercials â€¢ animations â€¢ documentaries â€¢ features â€¢ interactive media products â€¢ live-on stage performances â€¢ promotions and presentations â€¢ short films â€¢ television series and serials â€¢ training videos.
Dramatic elements may include:	â€¢ action points â€¢ beats or action change â€¢ character: â€¢ goals â€¢ transformation â€¢ sub-text â€¢ objectives â€¢ actions â€¢ history â€¢ turning points â€¢ arcs â€¢ climax â€¢ conflict â€¢ content â€¢ environments within the story â€¢ events â€¢ first impressions â€¢ interview questions â€¢ location â€¢ narration â€¢ place â€¢ plots â€¢ production genre â€¢ purpose â€¢ resolution â€¢ scenes â€¢ set up â€¢ story â€¢ story turning point â€¢ structure â€¢ themes â€¢ three act structures or other structures â€¢ time â€¢ style: â€¢ method â€¢ approach â€¢ fashion â€¢ mode â€¢ way of presenting things â€¢ manner of exhibiting characteristics.
Shot plan issues may include:	â€¢ camera angle â€¢ choice of lighting â€¢ choice of the lens â€¢ context of each scene within the whole narrative â€¢ size of the shot â€¢ special effects â€¢ staging of the action â€¢ whole narrative.
Technical parameters may include:	â€¢ audio â€¢ climate â€¢ costume â€¢ design issues â€¢ general staging â€¢ interior or exterior â€¢ lighting â€¢ location â€¢ seasons â€¢ set, props and scenic art â€¢ time of day.
Scenic unit may be defined as:	â€¢ acts â€¢ dramatic sequences â€¢ episodes â€¢ scenes.
Production requirements may include:	â€¢ art direction â€¢ budget â€¢ codes of practice â€¢ confidentiality â€¢ content â€¢ contractual â€¢ copyright â€¢ deadlines â€¢ duration â€¢ intellectual property â€¢ location â€¢ production design â€¢ purpose â€¢ schedule â€¢ sound design.
Documentation may include:	â€¢ cast list â€¢ cast, character, costume and props matrix â€¢ doubling list â€¢ extract list â€¢ lighting plot â€¢ notated score â€¢ quick change list â€¢ rehearsal notes â€¢ rehearsal scene breakdown â€¢ scene by scene principals and extras list â€¢ script versions â€¢ technical notes.

Unit Sector(s)

Unit sector	Media and entertainment production - directing

Competency field

Competency field

Co-requisite units

Co-requisite units

CUFDRT602A Audition and select performers

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to audition and select suitable performers for productions in film, television and interactive media. Selecting the right performers for roles is a critical task in the pre-production phase. It involves detailed analysis of scripts as the basis for developing character profiles that will lead to the most appropriate performers being auditioned and selected. Creative and effective interaction between performers is an important factor for directors to take into account when deciding on the final mix of actors for productions, as is the ability of performers to relate to the camera and their overall appeal on screen. No licensing, legislative, regulatory or certification requirements apply to this unit at the

Application of the Unit

Application of the unit	Directors of relatively large-scale screen productions that require a full cast of performers apply the skills and knowledge contained in this unit. Even though directors act with a high degree of autonomy and are responsible for realising the production's creative vision, the final selection of performers is usually a collaborative effort between directors and other personnel, such as producers and assistant directors.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for auditions.	1.1. Clarify production requirements in consultation with relevant production personnel. 1.2. Develop comprehensive character profiles from script materials to facilitate selection of appropriate performers. 1.3. Obtain and assess resume's of potential performers that may match character profiles. 1.4. Schedule and advertise auditions at varying times where possible to maximise availability of potential performers. 1.5. Ensure auditioning applicants are supplied with relevant audition information prior to or at auditions. 1.6. Arrange for relevant facilities to be available for conducting auditions and recording performers.
2. Audition performers.	2.1. Conduct audition process in a manner that facilitates comparative assessments of performers according to specific performance elements. 2.2. Establish an environment conducive to achieving optimum performance from those auditioning. 2.3. Brief performers on required characterisation and scene context to assist them in their performance. 2.4. Require performers to provide relevant slate details for audition tape, including nominating part for which they are auditioning. 2.5. Allow performers sufficient time and repeats to develop character and subsequently their performance.
3. Select performers.	3.1. Review screen tests and notes to determine most suitable performers for the production. 3.2. Consider relevant previous body of work that may influence selections. 3.3. Organise additional auditions or call backs where necessary, including assessing ability of performers to interact with others. 3.4. Select performers most suited to required roles and ensure all performers are notified of audition outcomes. 3.5. Organise to contract selected performers in collaboration with relevant production personnel.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
initiative, enterprise and creativity in the context of being open to a wide range of ideas and approaches to interpreting characters technical skills sufficient to use standard word processing and spreadsheet applications when preparing documentation in relation to the directing process communication skills sufficient to: convey concepts and characterisation requirements to performers in an audition environment provide constructive feedback to performers during and after auditions work closely with others involved in the selection process, including reaching consensus on the most appropriate performers for specific roles planning, organising and literacy skills in the context of: analysing scripts to develop character profiles scheduling auditions self-management skills sufficient to: show strong leadership qualities work under pressure to tight deadlines
Required knowledge
well-developed understanding of character development and the craft of screen acting knowledge of communication techniques, including effective listening, questioning and non-verbal cues industry knowledge, including: roles and responsibilities of personnel in the screen and media production industry issues and challenges that arise in selecting performers for screen productions conventions and practices of directing for the screen broad historical and cultural context for types of productions relevant to area of work visual story-telling techniques standard processes for organising screen tests OHS standards as they apply to directing performers in screen productions.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: selection of performers for screen productions that demonstrates: understanding of the conventions and practices of casting performers for screen productions ability to select performers that fit character profiles effective communication techniques in conveying character requirements to performers.
Context of and specific resources for assessment	Assessment must ensure: access to a range of equipment and audition environments typically used in screen and media industries access to screen productions for which auditions are required availability of script materials access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Method of assessment	The following assessment method is appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a selection of character profiles prepared by the candidate to determine candidate's ability to identify the type of performers required observation of the candidate auditioning performers for a screen production to assess candidate's ability to convey concepts and requirements to performers written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDRT501A Direct rehearsals of performers CUFDRT502A Direct performers.

Range Statement

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.
Production requirements may include:	budget codes of practice confidentiality content contracts contractual copyright deadlines duration genre of production intellectual property location purpose schedule.
Production personnel may include:	broadcaster casting director director director of photography performer producer script writer other technical/specialist staff.
Character profiles may include:	age attitude ethnicity gender period physical features rhythm sensibilities temperament.
Performers may include:	actors animals and handlers animations audience extras musicians narrators presenters puppets stunt performers.
Resume's may include:	agent contact details performance fees personal details photographs references screen performances show reel theatre performances.
Audition information may include:	audition requirements, e.g. cold read and monologues character profiles dates, times and location of audition photographs production commitments rehearsal commitments release forms resume' scenes for audition screen performances script and script extracts show reel sign-in sheets theatrical performances.
Facilities may include:	costumes digital camera lighting microphones props sets venue video and recording facilities.
Audition process may include:	call backs creativity improvisations: character situational performing monologues reading scenes rehearsal exercises.
Performance elements may include:	ability to improvise ability to make bold choices ability to perform or learn tasks required of the character ability to take direction authentic and appropriate behaviours character arc clarity of objectives courage honesty originality script comprehension selflessness uniqueness.
Slate details may include:	auditioning role contact details name verbal resume'.
Productions may include:	advertisements/commercials animations documentaries features interactive media promotional presentations shorts television series and serials training videos.

Unit Sector(s)

Unit sector	Media and entertainment production - directing

Competency field

Competency field

Co-requisite units

Co-requisite units

CUFDRT603A Direct screen production crews

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to direct film and television production crews. Directors are responsible for visualising and defining the style and structure of productions. They must have the capacity to inspire and motivate their team to produce the film they have envisioned. An ability to think imaginatively and laterally, and then to communicate creative and visual ideas to production personnel is essential. As time and budgets are important factors in screen productions, directors are responsible for ensuring that performers and production personnel are well briefed and rehearsed prior to shooting. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Directors of relatively large-scale film and television productions apply the skills and knowledge described in this unit. Even though directors act with a high degree of autonomy and are ultimately responsible for realising the production's creative vision, they are members of a production team and need to collaborate with technical and administrative personnel during rehearsals and on film shoots. A high level of creativity is expected, along with the flexibility to make compromises where necessary. Skills associated with directing television programs are covered in: CUFDRT401A Direct television programs and segments.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Brief crew on shoot requirements.	1.1. Brief production crew and discuss proposed vision, artistic style and technical requirements for productions. 1.2. Engage production crew in the development of creative or alternative solutions to production requirements. 1.3. Assess input from production crew to resolve difficult or complex shot requirements and adjust as required. 1.4. Ensure technical requirements that may influence production outcomes are available or seek alternatives where necessary. 1.5. Establish clear communication lines between members of production crew.
2. Rehearse shoots.	2.1. Provide relevant production documentation to all members of production crew as required. 2.2. Ensure shoot procedures and protocols are planned and executed according to organisational practices. 2.3. Ensure production crew understands its role in realising each scenic unit in the context of the overall required narrative. 2.4. Assist production crew to maximise its technical expertise in the delivery of desired photographic and cinematographic (mise en scene effect) outcomes throughout the production. 2.5. Direct rehearsal of each shot where required and assess for creative or technical problems as they may affect members of production crews.
3. Direct shoots.	3.1. Direct performers to ensure they understand their role in assisting production crew to meet planned technical and creative requirements. 3.2. Direct retakes where necessary during production and design innovative and imaginative solutions to resolve problems in collaboration with production crew. 3.3. Provide clear instructions and commands to production crew that are both accurate and artistic where applicable. 3.4. Ensure all required sequences and additional material are recorded correctly in order to guarantee completion of production. 3.5. Ensure OHS practices are implemented in accordance with organisational procedures. 3.6. Evaluate all aspects of the shoot from a director's perspective, including own performance, and note areas for improvement. 3.7. Provide positive feedback to relevant production crew members and invite comment on the shoot.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills: well-developed communication skills in the context of: liaising with a wide range of production staff delivering clear and viable presentations and briefings to production staff providing clear verbal and non-verbal cues during shoots negotiating solutions to problems and conflicts that arise during rehearsals or shoots providing constructive feedback to crew members during shoots working collaboratively with production staff and performers during shoots responding appropriately to feedback about shoots from others high level of initiative, enterprise and creativity in the context of: demonstrating originality and innovative approaches in the creative directing process being open to a wide range of ideas and approaches to planning shots determining how a story can be carried forward from one scene to the next and throughout an entire production experimenting with narrative conventions and elements being flexible enough to make last-minute adjustments to planned performances if unforeseen circumstances arise during a shoot self-management and problem-solving skills sufficient to: show strong leadership qualities solve problems and challenges on set in a timely and collaborative manner manage a number of tasks concurrently work under pressure to tight deadlines literacy skills sufficient to read and interpret documentation and other narrative forms, such as scripts and technical papers technical skills sufficient to: direct a range of professional camera, lighting and sound operations in single and multi-camera environments direct program materials at a high level using a range of film or video equipment use standard word processing and spreadsheet applications in preparing documentation in relation to the directing process numeracy skills sufficient to interpret budgets and cost estimates.
Required knowledge
appreciation and understanding of the key elements of screen productions, including: screenwriting screen acting cinematography editing sound design production design industry knowledge, including: roles and responsibilities of personnel involved in production, including camera operators, sound recordists, designers and editors impact of technology on production and post-production operations issues and challenges that arise in directing screen production crews conventions and practices of directing for the screen broad historical and cultural context for types of productions relevant to area of work techniques used to realise visual narrative from written narrative visual story-telling techniques thorough understanding of technical and artistic elements involved in production conditions of industrial awards and workers' compensation in relation to participation of cast and crew in rehearsals and shoots duty of care to colleagues and general public knowledge of communication techniques, including effective listening, questioning and non-verbal cues OHS standards as they apply to directing screen productions.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: directing of screen productions that demonstrate: effective communication with cast and crew ability to produce creative solutions while working under pressure knowledge of all technical, staging and artistic aspects of a production ability to meet production deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to a suitable range of production opportunities for directing production crews access to a range of production facilities, e.g. film and television multi-camera studio access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Method of assessment	The following assessment method is appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate directing crew members during a shoot to assess candidate's ability to communicate effectively with a production crew evaluation of screen productions directed by the candidate to determine candidate's understanding of, and skills demonstrated in, the directing process written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDRT501A Direct rehearsals of performers CUFDRT502A Direct performers.

Range Statement

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.
Production crew may include:	art directors camera operators continuity staff directors directors of photography editors lighting directors producers production designers production managers sound recordists technical producers vision controllers vision mixers and switchers other technical/specialist staff.
Technical requirements may include:	camera movement camera type interior or exterior location lens configurations lighting intensity microphone placement pace of filming shooting sequence of scenes sound requirements studio.
Productions may include:	advertisements/commercials animated productions documentaries, feature films and shorts interactive media promotional presentations television series and serials training videos.
Production requirements may include:	budget camera coverage codes of practice confidentiality content contractual copyright deadlines duration genre of production intellectual property location purpose schedule style e.g. fashion, historical and contemporary.
Shot requirements may include:	camera movement - tilting, panning, dollying, zooming and tracking camera position close-up. extreme close-up composition cutaway shot establishing or master shot eye level shot high angle, low angle lens size mid shot, long shot performers' movement point of view shot retakes second unit filming size of image sound recording of atmosphere wide shot.
Production documentation may include:	cast lists cast, character, costume and props matrix doubling lists extract lists lighting plots notated score quick change lists rehearsal notes rehearsal scene breakdown running sheets scene by scene principals and extras lists script versions shot plans technical notes.
Shoot procedures and protocols may include:	'action' to commence acting 'cut' to terminate recording call for end slate where necessary calls for cast and crew to take up positions calls for roll camera calls for roll sound calls for slate and ID recording confirmation of slate and ID recording from camera operator and clapper loader confirmation of speed from camera and sound cue cameras stand-by cues.
Additional material may include:	cutaways retakes second unit filming sound recording of atmosphere.

Unit Sector(s)

Unit sector	Media and entertainment production - directing

Competency field

Competency field

Co-requisite units

Co-requisite units

CUFDRT604A Devise camera coverage

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop camera coverage of scenes for a screen production for film, television and interactive media. The unit describes the skills and knowledge required by directors to interpret and use key elements of scripts or shot plans as the basis for devising camera coverage for relatively large-scale productions. These could include feature films, short films or television dramas. A high level of creativity and innovative thinking is required, since a director's role is to establish the big picture view for productions and to create a sense of overall unity within productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	To arrive at a final camera plan, directors need to work closely with other creative and production personnel such as directors of photography, designers, and camera and lighting operators. In the final analysis, directors may be answerable to a producer, but they often perform both roles. Devising camera coverage is an important pre-production activity that relies on strong creative skills in visual story-telling and a sound knowledge of the technical aspects of productions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Interpret creative brief.	1.1. Analyse available documentation to determine creative and technical criteria for productions. 1.2. Participate in preliminary concept meetings with relevant production personnel to discuss potential production requirements. 1.3. Identify factors that may determine and affect camera plans and coverage design. 1.4. Generate a range of preliminary ideas for camera coverage that responds sympathetically to the brief and provides creative solutions to creative and technical criteria. 1.5. Discuss and refine ideas with relevant production personnel until a workable approach emerges.
2. Identify camera coverage requirements.	2.1. Identify and analyse source references that may enhance camera coverage decisions. 2.2. Identify basic structural camera shots for realisation of scenes and investigate their potential for achieving narrative outcomes. 2.3. Ensure camera coverage is appropriate to contextual and stylistic requirements. 2.4. Evaluate and verify ideas in collaboration with relevant production personnel to determine the viability of proposed concepts. 2.5. Prepare effective documentation for use by relevant production personnel for analysis and interpretation.
3. Develop camera coverage plans.	3.1. Develop camera coverage that addresses all visual and narrative aspects of production requirements. 3.2. Ensure camera coverage enables narrative to be controlled and carried forward throughout the production. 3.3. Organise or undertake testing and experimentation with draft camera plan to verify photographic qualities. 3.4. Produce work within the agreed timeframes together with accurate documentation.
4. Finalise camera coverage plans.	4.1. Present draft camera plan and specifications to relevant production personnel in an appropriate format. 4.2. Negotiate and agree to acceptable modifications to creative and technical criteria and amend camera plan as necessary. 4.3. Agree to final plans and produce accurate and comprehensive documentation to support implementation. 4.4. Present final plans and specifications to relevant production personnel and confirm that all production requirements have been met.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
well-developed communication and teamwork skills in the context of: liaising with a wide range of production staff communicating effectively as a team member, including demonstrating leadership qualities seeking and responding to creative ideas and suggestions from others negotiating solutions to problems and conflicts that arise during the process of devising camera coverage high level of initiative, enterprise and creativity in the context of: demonstrating original and innovative approaches to using and organising cinematographic elements interpreting creative objectives of a range of screen productions demonstrating originality and innovative approaches to creative processes being open to a wide range of ideas and approaches to devising camera coverage balancing creative and technical requirements experimenting with accepted narrative conventions and elements determining how the story can be carried forward from one scene to the next and throughout the entire production planning, organising and literacy skills in the context of: analysing complex outlines and scripts to inform decision making and planning undertaking background research to enhance understanding and appreciation of production contexts documenting camera plans and other work requirements self-management and learning skills sufficient to: locate and use resources to broaden own creative experience work under pressure to tight deadlines evaluate own contribution to creative solutions technical skills sufficient to use standard word processing and spreadsheet applications in preparing documentation in relation to devising camera coverage numeracy skills sufficient to make decisions that take account of budgetary constraints and production timings.
Required knowledge
typical ways of documenting camera plans OHS standards as they apply to directing screen productions sound understanding of key elements relevant in devising camera coverage, including: features of a range of cameras and accessories lighting techniques and lighting equipment cinematic and editing conventions, including framing techniques and shot composition cinematography set design industry knowledge, including: roles and responsibilities of personnel in the screen and media production industry impact of technology on production and post-production operations issues and challenges that arise in devising camera coverage conventions and practices of directing for the screen broad historical and cultural context for types of productions relevant to area of work techniques used to realise visual narrative from written narrative visual story-telling techniques.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: preparation of camera plans that demonstrate a knowledge of: techniques used to realise visual narratives from written narratives camera properties and functions lighting techniques collaborative approach to work effective communication techniques in the context of involving creative and production personnel in the development of camera plans.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the preparation of at least two camera plans for different types of screen productions access to production documentation from which to develop camera plans and coverage access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Method of assessment	The following assessment method is appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a selection of camera plans and coverage prepared to determine candidate's understanding of the process used to devise camera coverage written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDRT601A Establish the creative vision for screen productions CUFDRT603A Direct screen production crews CUFDRT605A Collaborate with editors during post-production.

Range Statement

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.
Documentation may include:	computer-assisted design (CAD) programs design plans, including sets and costumes desktop video photoboards production management software production plans, including lighting and sound scripts shot plans storyboard and animation software video.
Creative and technical criteria may include:	artistic camera angles climate compositional elements depth of frame dialogue staging information management systems interior or exterior line of action live or prerecorded location period seasons size of shots, including various framing heights staging action sequences style time of day.
Productions may include:	advertisements/commercials animations documentaries feature films interactive multimedia promotional presentations short films television series and serials training videos.
Production personnel may include:	assistant directors cinematographers designers, including: lighting sound sets costume directors directors of photography editors floor managers performers producers production managers script writers other technical/specialist staff.
Production requirements may include:	budget codes of practice confidentiality content contractual copyright deadlines duration genre of production intellectual property location purpose schedule style, including: method approach fashion mode way of presenting things a manner of exhibiting characteristics
Factors may include:	availability of personnel availability of resources available budget delivery platform genre intellectual property production schedule production values target audience timelines type of production.
Camera plan may include:	action descriptions blocking camera angle camera movement camera position choice of lens costume and props detail dialogue and notes lighting details location detail mise en scene size of shot sketches staging of shot sub-text.
Source references may include:	adapted or original scripts collages digital images film and video internet models musical scores paintings and illustrations photographs reference books, journals and texts sketches technical production drawings writings of the period.
Camera shots may include:	camera movement - tilting, panning, dollying, zooming in and out, and tracking in and out close-up, extreme close-up crab crane rigs cutaway shot establishing or master shot eye level shot high angle low angle mid shot, long shot overhead shot physical relocations and movement point of view shot wide shot.
Photographic qualities of the mise en scene may include:	action actors costumes dialogue lighting location narrative function of shot props set time of day.

Unit Sector(s)

Unit sector	Media and entertainment production - directing

Competency field

Competency field

Co-requisite units

Co-requisite units

CUFDRT605A Collaborate with editors during post-production

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to supervise the process of editing screen productions. Directors are responsible for communicating the overall creative vision and style for the edit but rely heavily on the ability of editors to interpret and realise required outcomes. More specifically, they evaluate and approve edits to ensure the integrity of the final production. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Directors apply the skills and knowledge described in this unit as they work collaboratively with editors on the final edit of screen productions. In some cases, producers rather than directors assume supervision of the editing process. This is more common on large scale productions. Skills associated with managing the whole post-production process are covered in: CUFPPM602A Plan and manage film and media post-production.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare post-production briefs.	1.1. Organise and participate in meetings with relevant production personnel to define post-production requirements. 1.2. Communicate and establish creative and technical criteria of edit in close collaboration with relevant production personnel. 1.3. Establish cohesive production and post-production schedules to optimise creative outcomes in the context of overall production. 1.4. Ensure editors have access to required editing materials to obviate unnecessary delays to post production activity. 1.5. In collaboration with production personnel, prepare and establish contingency plans in the event of possible problems that may require re-shoots during post-production.
2. Monitor and evaluate editing activity.	2.1. Participate in ongoing evaluations and assessments at each stage of the editing process in collaboration with relevant production personnel. 2.2. Ensure required creative and technical criteria are met and seek adjustments where applicable. 2.3. Discuss and collaborate with editors to maximise the contribution of ideas to the final outcome for productions. 2.4. Identify problems that may arise during the post production stage, discuss and resolve with the online editor. 2.5. Participate in the evaluation of final cuts where applicable to ensure creative and technical criteria have been met. 2.6. Evaluate all aspects of the editing process from a director's perspective, including own performance, and note areas for improvement. 2.7. Provide positive feedback to relevant production personnel and invite comment on the post production process.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
well-developed communication and teamwork skills in the context of: collaborating with post-production staff, including the ability to convey concepts and ideas to assist with the editing process communicating effectively as a team member, including demonstrating leadership qualities seeking and responding to creative ideas and suggestions from others negotiating solutions to problems and conflicts that arise during the editing process reading and interpreting production documentation numeracy skills sufficient to make decisions that take account of budgetary constraints and production timing high level of initiative, enterprise and creativity in the context of: demonstrating original and innovative approaches to using and organising visual and sound expressions and elements interpreting the creative objectives of a range of screen productions being open to a wide range of ideas and approaches to editing vision and sound material to achieve creative outcomes balancing creative and technical requirements determining how the story can be carried forward from one scene to the next and throughout the entire production planning skills sufficient to ensure that production and post-production activities are scheduled to meet delivery deadlines self-management skills sufficient to: work under pressure to tight deadlines evaluate own contribution to creative solutions.
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in the screen and media production industry impact of technology on production and post-production operations issues and challenges that arise in editing vision and sound for screen productions cinematic and editing conventions appreciation of the craft of screen editing techniques used to realise visual narrative from written narrative visual story-telling and story development techniques knowledge of effective communication techniques, including effective listening, questioning and non-verbal cues OHS standards as they apply to editing screen productions.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: practical demonstration of ability to supervise post-production processes to achieve production objectives ability to apply techniques for the analysis and communication of concepts and ideas knowledge and understanding of the conventions and practices of post-production ability to collaborate with post-production staff and encourage contribution of ideas to the process.
Context of and specific resources for assessment	Assessment must ensure: hands-on experience across a variety of post production activities associated with the screen and media industries opportunity to work on a range of relatively complex productions opportunity to supervise post-production personnel access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Method of assessment	The following assessment method is appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate in an editing session to assess candidate's ability to communicate effectively with post-production personnel written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDRT601A Establish the creative vision for screen productions CUFPPM602A Plan and manage film and media post-production.

Range Statement

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.
Production personnel may include:	broadcasters clients commissioning editors directors editors foley artists performers program managers script writers sound designers sound editors sound engineers other technical/specialist staff.
Post-production requirements may include:	budget codes of practice confidentiality content contractual copyright duration format, including: video interactive film DVD genre of production intellectual property location purpose schedules and deadlines.
Creative and technical criteria may include:	climate factual or fiction imagination inspiration interior or exterior location methodology, including: editing interactive medium, e.g. video, film and DVD linear non-linear analogue digital production style and aesthetics, including: method approach narrative and story-line fashion/mode characterisations mood contemporary or period visual expression research of characters research of settings seasons.
Productions may include:	animated productions commercials documentaries feature films interactive programs live events and performances, such as concerts music videos prerecorded events and performances short films television productions of any type, such as: music drama comedy variety sport.
Editing materials may include:	automated dialogue replacement (ADR) computer generated images dialogue effects tapes existing dramatic material graphics music re-takes stills titles voice overs.
Problems may include:	audio levels break in control track distorted audio faulty equipment glitches non-sync issues poor exposure re-takes sound and vision drop-outs.
Editing process may include:	aspect ratio broadcast quality complex vision and sound mixes digital non-linear effects, including: animations special effects optical effects sound effects atmosphere inserts colour grading transitions film interactive elements interactive media lighting style linear - tape to tape non-broadcast quality offline online sound quality stages of editing, including: rough cuts fine cuts rushes sequences transfer of video to film (kine) vision quality.

Unit Sector(s)

Unit sector	Media and entertainment production - directing

Competency field

Competency field

Co-requisite units

Co-requisite units

CUFGMT301A Repair and maintain production equipment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to repair and maintain production equipment used in the screen, media and entertainment industries. In some States and Territories of Australia, a restricted electrical licence is required to repair and maintain production equipment. Restricted electrical licences allow a person to carry out electrical work incidental to a trade. Incidental work may include fault-finding on equipment or changing like for like equipment by disconnecting and reconnecting the fixed wiring. It does not include any other changes to the fixed wiring. Testing and tagging of electrical equipment must be carried out by a person with the relevant certificate of competency in accordance with the performance specifications of: Australian Standard 3760: 200 In-service safety inspection and testing of electrical equipment Australian Standard 3002: 1985 Electrical installations - shows and carnivals In some States and Territories a licensed electrician would be required to undertake the tasks outlined in element 2.

Application of the Unit

Application of the unit	Technicians working with equipment in the screen, media and entertainment industries typically apply the skills and knowledge described in this unit. Under the supervision of a technical director or senior production staff, they are responsible for basic repairs and maintenance of equipment and facilities needed for a wide range of productions. Complex repairs requiring specific mechanical, electrical or electronic skills are referred to specialist service technicians, e.g. major electrical repairs are carried out by licensed electricians.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Undertake routine maintenance of equipment	1. Clean and maintain equipment, cables and accessories according to organisational procedures 2. Conduct safety checks on equipment according to manufacturer instructions and OHS guidelines 3. Check and replace spares and consumables and ensure production equipment is ready and available to productions at specified locations 4. Complete required documentation to ensure accurate records of checked and maintained items, and provide copies to relevant personnel
Attend to the repair of production equipment	5. Recognise faults and safely shut down equipment if necessary, following manufacturer instructions and organisational procedures 6. Isolate fault to specific equipment or parts of equipment using fault detection procedures, and determine nature of repair requirements 7. Tag faulty production equipment according to organisational procedures 8. Make minor repairs to faulty equipment according to safety requirements and manufacturer instructions and within level of own responsibility 9. Refer complex repairs to technical specialists or licensed personnel in consultation with relevant personnel 10. Where appropriate, have technical specialists pilot the repair from a remote location 11. Discuss faults and repair needs with technical specialists, demonstrating correct use of terminology
Review and document maintenance activity	12. Undertake simple modifications to equipment, ensuring current safety measures and deadlines are met 13. Complete documentation according to organisational procedures and distribute to relevant personnel as required 14. Review repair and maintenance activities to ensure compliance with legislation and organisational procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
technical skills sufficient to: test for and diagnose faults in equipment undertake minor repairs on faulty equipment conduct general maintenance of equipment re-assemble equipment under repair and re-align as required tag or label equipment according to its repair status use safe electrical work practices use appropriate tools for detecting and repairing faults demonstrate good equipment storage techniques to enhance overall maintenance self-management and planning skills sufficient to work under pressure and meet deadlines literacy skills sufficient to: interpret service documentation and manuals, e.g. specifications and manufacturer instructions complete fault and maintenance reports communication skills sufficient to: work effectively as a team member liaise with technical specialists provide reports to relevant personnel on equipment status
Required knowledge
typical maintenance needs and schedules for the range of equipment in use cleaning agents, equipment and techniques techniques and processes for the detection of faults for specified equipment common faults and associated repair procedures for the range of equipment in use spare parts and sub-assemblies used in either sound, lighting or vision equipment repair and maintenance effects of not operating and maintaining equipment in optimal conditions, e.g.effect of bad ventilation on equipment meaning and use of electrical measurements, including voltage, current resistance, insulation and power sources (AC/DC) legal and licensing issues that impact on the repair and maintenance of equipment, including the role of the restricted electrical licence, testing and tagging certification, and limitations on the type of work that can be undertaken without a licence sources of products, supplies and equipment affect of technology on production equipment duty of care to colleagues and general public OHS and public safety legislation and regulations as they apply to technical maintenance activities

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to undertake routine repairs and maintenance on equipment used in a specified production area correct selection and use of tools application of logical fault detection procedures correct interpretation of service and technical manuals knowledge of the technical features of major types of equipment in a specified production area knowledge of OHS principles and issues in relation to the repair and maintenance of equipment in a specified production area.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills within an environment with a range of operational and industry-current equipment on which the candidate can work completion of fault detection, repair and maintenance tasks within typical workplace time constraints access to a venue where repairs and maintenance can be completed access to the tools required to complete repair and maintenance tasks access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of the candidate undertaking repair and maintenance tasks inspection of items repaired or maintained by the candidate review of repair report prepared by the candidate written or oral questioning to test knowledge of typical production equipment and OHS issues and regulations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFCAM201A Assist with a basic camera shoot CUFLGT301A Prepare, install and test lighting equipment.

Range Statement

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.
Maintenance of equipment may include:	camera and sound equipment, including: cleaning and dusting equipment cleaning microphones and replacing inserts replacing batteries cleaning heads on recorders and playback units checking continuity of cables correct storage of equipment aligning and adjusting recording and playback units cleaning recording playback medium making back-up copies of recordings lighting equipment, including: cleaning exteriors and interiors of lanterns, bulbs, lenses, reflector assembly and lantern accessories checking cables for intact insulation, operational restraining glands and correct fitting of plug tops logging lamp hours and replacement maintaining lighting dimmers, control desks and faders: trimming top and bottom settings in analogue systems connectors continuity of cables socket outlets dimmer curve in digital dimmers checking equipment, including: focus knobs and mechanisms Par Lamps colour runners locking knobs and clamping mechanisms shutters and barn doors safety chains lamp bases lamp alignment light leakage continuity and polarity of power and data cables maintaining control desks, including: cleaning surface of control desk and peripherals cleaning faders and push-button switches checking that all connectors are in good order checking operation of desk and peripherals modifying operator position checking and cleaning disk drive and back-up system where a person has a restricted electrical licence, maintenance may include checking: that jug plugs or other connectors are in good working order that internal wiring is correctly connected and in good condition continuity of earth continuity of circuit from plug top to lamp that there is no connection between earth and either neutral or active wires vision systems, including: dusting and cleaning exteriors and interiors of all types of vision systems cleaning lenses cleaning microphones and replacing inserts cleaning heads on recorders and playback units checking cords and cables are in good condition with insulation intact checking locking and clamping mechanisms are in good order testing and replacing batteries aligning and adjusting playback equipment checking and replacing globes checking control units, focus and slide trays checking and cleaning screens replacing consumable or readily exchangeable parts, e.g. globes, batteries, gels, filters, screens and lenses checking and storing audiovisual materials and copying materials preparing back-up copies of materials.
Accessories may include:	camera mounts batteries and battery packs lighting accessories, e.g.: focus knobs and mechanisms suspension bolts and brackets shutters and barn doors safety chains lamp bases lamp alignment sound accessories, e.g.: microphone leads windsocks brackets and stands connectors fuses spare faders headphones vision system accessories, e.g.: truss rostrums and lecterns curtaining masking trolleys stands mounting brackets chains and other rigging (within scope of licensing requirements) camera pedestals camera controls, e.g. hot head.
Organisational procedures may include:	documenting repair and maintenance activities providing back-up materials updating contact lists for repair specialists and suppliers writing and attaching labels to faulty equipment.
Spares and consumables may include:	batteries cables connectors disks, e.g. DVD and CD filters fuses gels globes head cleaners lenses pegs and screws screens soldering iron and solder springs tapes test tapes testing equipment voltmeter.
Equipment may include:	lighting, including: lanterns and luminaires fresnels moving lights control desk peripherals dimmers mirror balls strobe lights smoke machines fog machines accessories sound, including: microphones of all types amplifiers speakers mixing desk effects rack tape machines headphones and headsets digital recorders CD and DVD players sequencer and sampler test equipment, e.g. voltmeters and diagnostic tools two-way communication devices vision systems, including: lenses cameras and accessories control desks mixers camera control unit (CCU) monitors screens.
Productions may include:	animations backstage monitoring documentaries events and performances feature films festivals front of house displays interactive media productions live theatre outside broadcasts short films sporting events.
Locations may include:	attractions and theme parks auditoriums and classrooms clubs and hotels conference venues film locations outdoor venues outside broadcasts public spaces and buildings studios theatres.
Documentation may include:	back-up materials equipment diagrams and design specifications fault reports inventories maintenance schedules manufacturer instructions operating manuals supplier information.
Relevant personnel may include:	camera crews clients designers editors graphic artists heads of departments lighting directors photographers sound technicians and engineers staging or lighting crew suppliers technical producers and directors technical specialists vision operators.
Minor repairs may be:	for camera and sound equipment, e.g.: replacing or tagging items that do not require electrical or electronic skills making up leads replacing connectors replacing parts of microphones and stands replacing fuses and faders for lighting equipment, e.g.: replacing faulty globes in lanterns, work lights, emergency lights, dressing-rooms and other areas of a venue replacing defective colour replacing blown fuses in dimmers replacing faulty control desk faders and push-button switches replacing faulty control desk cards or modules for vision systems, e.g.: any instance where a faulty item can be removed and replaced simply and tagged without specific electrical or electronic skills changing blown globes replacing fuses, faders, parts of microphone stands and sound equipment connectors exchanging parts of equipment, such as cables, lenses, trays, microphones, sound recording and playback equipment changing faulty control systems, mixers, patch bays, cables, remote units, speakers and projectors.
Licensed personnel may include:	accredited equipment specialists, e.g. for telephony qualified electricians riggers.

Unit Sector(s)

Unit sector

Competency field

Competency field	Construction and maintenance - general maintenance

Co-requisite units

Co-requisite units

CUFHAZ401A Perform hazardous action sequences using vehicles

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required for the safe execution of hazardous action sequences using vehicles during screen productions. Industry-graded stunt performers require a broad range of licences and certificates. A certified advanced driving course and class of licence relevant to vehicle types are required for background driving tasks in screen productions.

Application of the Unit

Application of the unit	A range of performers can provide background driving activities for screen production where risk is assessed as minimal to other cast and crew. However, hazardous action sequences involving vehicles must be delivered by recognised hazardous action performers, under the strict guidance of stunt coordinators and fight directors. These key personnel are responsible for liaising with background drivers, hazardous action performers, assistant directors, producers, location managers, cast members and specialist production staff both on location and in the studio. The role of the background driving and hazardous action sequence performer is to ensure that the set up, rehearsal, performance and review of both background driving and advanced stunt driving activities comply with creative direction, existing screen safety reports and industry codes of practice. Performers are responsible for ensuring that all aspects of action sequences they perform minimise risk to themselves and other cast and crew members.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for execution of background driving and hazardous action sequences	1. Notify relevant personnel of your arrival on location and confirm your capacity to drive vehicles required for the proposed background driving and hazardous action sequence 2. Confirm with relevant personnel whether the required action sequence is background driving or a specific hazardous action sequence and prepare accordingly 3. Review skill requirements and experience of self and other specialist personnel for relevance to proposed sequences 4. Note all camera locations for coverage of background driving and hazardous action sequences 5. Familiarise self with production information relevant to background driving and hazardous action sequences and monitor cast and crew for technical suitability, production requirements and safety compliance 6. Recall positioning and movement of all personnel involved in background driving and hazardous action sequences to support ease of visual continuity and editing 7. Review alternative execution methods for specific background driving and hazardous action sequences 8. Confirm with relevant personnel that planned background driving and hazardous action sequences comply with legal and regulatory requirements
Attend dedicated personnel briefings	9. Review hazardous action sequence information 10. Attend briefings of relevant personnel and confirm communication methods, chain of command, cues, and abort and emergency action procedures 11. Check available technical specifications for all vehicles and production materials to be used and advise relevant personnel of issues arising
Set up and check production materials	12. Unload, position and assemble production materials to be used in background driving and hazardous action sequences 13. Check that all equipment and handling procedures comply with given technical specifications in terms of required safety standards and regulatory requirements and notify relevant personnel of emergent issues 14. Review camera positions for latent safety issues 15. Check that production areas are clear of unwanted objects and personnel 16. Identify visual cues and spots to assist in positioning vehicles within screen production activities 17. Reconfirm that personal protective equipment (PPE) and other specified safety equipment is operational and used correctly 18. If possible within budgetary and safety constraints, determine the operation of background driving and hazardous action sequences by test, demonstration, simulation or rehearsal 19. Advise relevant personnel of required revisions to planned performance of background driving and hazardous action sequences identified through test, demonstration, simulation or rehearsal 20. Abort background driving and hazardous action sequences where unacceptable risk emerges and advise relevant personnel
Safely execute background driving and hazardous action sequences	21. Comply with relevant PPE requirements 22. Confirm with relevant personnel where specific production requirements involve other high-risk activities, e.g. armourer's input into joint vehicle and weapons scenes 23. Recheck that areas are clear of unwanted objects and personnel 24. Execute sequences according to agreed production schedules and cues 25. Follow all safety controls and regulatory requirements during execution of sequences 26. Implement predetermined alternative safeguards for all production personnel where variations occur to agreed production plans 27. Abort background driving and hazardous action sequences where unacceptable risk arises during execution and advise relevant personnel 28. Ensure that continuity of background driving and hazardous action sequences is maintained throughout execution
Respond to emergency situations	29. Abort activities and implement emergency plans in the event of accidents 30. Clear sites of all personnel and if possible remove items that may cause further injury 31. Identify items or locations that may need to be isolated for safety and investigatory activities post-emergency situation 32. Advise relevant personnel of the emergency situation according to established procedures
Secure locations on completion of hazardous action sequences	33. Collect, check inventory of, transport and store all production materials used in the execution of background driving and hazardous action sequences, in compliance with regulatory requirements 34. Inspect locations to ensure they are left in a safe and secure state, in compliance with regulatory requirements 35. Participate in post-sequence evaluations with relevant personnel and provide feedback in order to guide future productions 36. Complete personal logbook and contribute to any final written reports as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: engage with relevant screen production cast and crew through designated verbal and non-verbal communication channels interpret call sheets, scripts, artistic direction, production schedules, technical reports, safety briefings, and licensing and regulatory documents explain specific skills requirements of background driving and hazardous action sequences to cast and crew in order to minimise risk teamwork skills that demonstrate an understanding of the collective nature of screen productions, especially where several vehicles are required to interact during screen production activities problem-solving skills sufficient to make valid determinations as to a vehicle operator's ability to perform a planned background driving or hazardous action sequence based on experience, observation and awareness of relevant industry codes and legislative requirements organisational and planning skills sufficient to: implement relevant licensing and government regulatory requirements implement relevant emergency and medical service procedures external to screen productions use information management systems that address safety and security set up vehicles for screen productions and assess suitability of vehicles for the proposed task establish parameters in delivery of sequences that maximise continuity contribute to the planning, set up, rehearsal, execution, evaluation and bump out associated with background driving and hazardous action sequences well-developed self-management skills sufficient to: work under pressure and in adverse situations contribute to accurate, appropriate and timely records and documentation meet production deadlines and schedules document own performance and skills in the context of promoting oneself for future employment technical skills sufficient to: use communication systems that support production requirements in relation to background driving and hazardous action sequences drive specified vehicles safely during the execution of background driving and hazardous action sequences
Required knowledge
industry knowledge, including: familiarity with screen production techniques, camera positions and equipment organisational culture, etiquette, structure and roles and responsibilities of film crew and specialist production and location management personnel involved in screen productions issues and challenges that arise in executing background driving or hazardous action sequences using vehicles access procedures and protocols for engaging with emergency and medical services communication channels employed on location common industry hazards in relation to vehicle operations and their potential for causing harm safety implications regarding camera, sound and lighting equipment to be used in background driving and hazardous action sequences using vehicles safety practices required to remove, isolate or minimise hazards during vehicle operations relevant OHS legislation and regulations as they relate to safe transport and use of sets, props and armour applied knowledge of the Australian Recommended Safety Code for Film and Television specific licensing requirements for stunt coordinators and fight directors as identified in the Media, Entertainment and Arts Alliance (MEAA) and film industry codes of practice

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: safe execution of background driving and hazardous action sequences using vehicles that demonstrate: compliance with all licensing, regulatory and industry codes of practice and safety regulations safe work practices understanding of screen production processes in relation to background driving and hazardous action sequences ability to follow correct procedures in relation to setting up, performing and evaluating background driving and hazardous action sequences ability to make judgements based on the degree of risk associated with hazardous action sequences effective verbal and written communication skills in executing background driving and hazardous action sequences using vehicles.
Context of and specific resources for assessment	Assessment must ensure that a sufficient range of background driving and hazardous action sequences are covered through multiple assessments. Assessment should occur wherever possible in an integrated manner with similar hazardous action sequence activities that support learners to achieve relevant industry grading, licensing and other regulatory requirements. Assessment must also ensure: access to a real or simulated workplace environment that reproduces all the elements of a production requiring background driving and hazardous action sequences using vehicles access to regulatory information as listed in the range statement access to vehicles access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation and questioning of the candidate on location as he/she prepares for and performs background driving and hazardous action sequences using vehicles written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBPMG407B Apply risk management techniques CUFHAZ402A Perform hazardous action sequences involving fights and falls CUFHAZ403A Perform hazardous action sequences involving natural elements CUFHAZ404A Perform hazardous action sequences involving animals.

Range Statement

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.
Relevant personnel may include:	actor, extra and stand-in performer armourer background driver fire and safety officer first assistant director floor manager hazardous action performer head of department lighting, sound and camera personnel location or unit manager make-up and wardrobe personnel medic other production staff other specialist technical staff pyrotechnic effects operator site safety officer special effects production personnel specialist rigging, scaffolding and crane or lift operator stunt coordinator stunt performer transportation provider and crew.
Locations may include:	built or natural environments day and night interior and exterior studio surfaces such as: concrete bitumen sand dirt grass wet.
Vehicles may include:	aircraft (non-airborne) animal drawn vehicle any other wheeled or tracked vehicle caravans and trailers cars, including four-wheel drive cranes and road-making equipment forklifts hovercraft left hand and right hand drive vehicles on and off-road motorcycles propelled vehicle pushbikes and scooters skateboards skid steer vehicle (bobcat, tank or armoured personnel carrier) trains trucks, vans and semitrailers.
Background driving activities may include:	any non-hazardous, normal driving activity car park scenes delivery and pick-up scenes freeway driving simulated factory or production activity.
Hazardous action sequence activities involving vehicles may include:	burnouts close proximity driving or riding combined vehicle, fight, stunt and element sequences, e.g. driving into a river explosions floor effects, including: weather effects fire and smoke collapsing and destruction falls water animals armed and unarmed fight or combat sequences jumps, falls and jerk backs (with and from vehicle) near misses and evasive action pedestrian and vehicle collisions racing manoeuvres rollovers and two wheeled driving single and multiple vehicle collisions skids, spins and drifts wheelstands and stoppies.
Productions may include:	animated productions commercials documentaries educational resources feature films filmed events or performances music videos short films television productions of any type.
Regulatory requirements may include:	air traffic or maritime authority requirements in relation to air traffic corridors, ports and rivers commonwealth, state and territory departments and agencies overseeing OHS regulations, e.g. WorkCover crowd control requirements, where productions may involve members of the public as participants or observers environmental planning staff in relation to noise levels, smoke and other special effects release and clean-up licensing bodies for relevant high-risk occupations, involving such things as explosives, rigging, scaffolding, pressure vessels, forklifts and crane or lift operations licensing requirements for transporting, setting up, storing and discharging firearms, blank ammunition and pyrotechnic effects MEAA requirements under stunt performer grading systems police, emergency and medical service providers provision and use of specific PPE and other related safety equipment relevant local and state government environmental planning and construction legislation and regulations relevant national and international standards bodies responsible for guidelines and codes of practice, e.g. transport departments for vehicle licensing and insurance requirements security-related legislation with regard to the release of special effects.
Hazardous action sequence information may include:	abort details and signals chain of communication for execution of sequences involving the use of vehicles, including cues, marker points, signals and radio communication channels daily call or running sheets date and approximate time of day for execution of sequences detailed description of stunts and action sequences equipment assembly requirements and schedules estimation of camera position and timing, route and details of rigging location of emergency services and procedures for contacting emergency services in the event of an accident location of first aid and medical facilities names of action sequence coordinator, safety consultant, safety supervisor and armourers procedures to be followed in the event of an accident required statutory approvals route and timing of sequences involving the use of vehicles safety procedures to be followed during set up and execution of sequences involving the use of vehicles safety reports and assessments of these reports type and number of personnel required to execute sequences involving the use of vehicles.
Cues may be:	computer generated given live or via communications equipment spoken visual.
Reasons to abort sequences may include:	accident and incident equipment failure risk to broader public and environment risk to cast, crew and production equipment loss or lack of communication unfavourable weather conditions, such as: fog, mist or rain high wind velocity bad light water temperature.
Production materials may include:	armour on location camera, lighting and sound recording equipment cast and crew lists costume and make-up daily call sheet and run sheet documentation of relevant licences and regulatory compliance requirements needed by all stunt supervisors, performers, armourers and fight directors location lists and access requirements logbooks of previously performed sequences pre-production safety report production schedule script sets and props special effects specifications.
Personal protective equipment may include:	air supplies all other safety equipment body armour driving suits helmets, boots and gloves safety goggles skin suits.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - hazardous action

Co-requisite units

Co-requisite units

CUFHAZ402A Perform hazardous action sequences involving fights and falls

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required for the safe execution of hazardous action sequences involving fights and falls during screen productions. Industry-graded stunt performers require a broad range of licences and certificates, e.g. advanced driving course and relevant class of licence for vehicle types, First Aid Certificate, Rigger/Dogman Licence and Bronze Medallion Lifesaving. While not mandatory, martial arts training in any discipline is highly regarded.

Application of the Unit

Application of the unit	One or more performers in screen productions may be required to complete fight routines or falls in line with production and safety requirements. Hazardous action sequences are performed only by recognised stunt actors and performers, under the strict guidance of stunt coordinators, armourers and fight directors. These key personnel are responsible for liaising on behalf of performers with directors, producers, location managers, other stunt and fight performers, cast members and specialist production staff. Fight and fall sequences have broader application in live theatre and other entertainment activities, such as theme park performances, and are often combined with other hazardous performance work using vehicles, animals or elements. The role of hazardous action sequence performers is to ensure that the set up, rehearsal, performance and review of hazardous action sequences comply with production requirements, as well as screen safety and industry codes of practice. Performers are responsible for ensuring that all aspects of action sequences they perform minimise risk to themselves and other cast and crew members.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for execution of hazardous action sequences involving fights and falls	1. Notify relevant personnel of your arrival on location 2. Confirm with relevant personnel your capacity to deliver all specific hazardous action sequences involving fights and falls 3. Note all camera locations for coverage of the hazardous action sequences 4. Review skills requirements and experience of self and other specialist personnel for relevance to proposed sequences 5. Evaluate all hazardous action sequences to determine most appropriate physical warm-up activity required 6. Familiarise self with all props, set and equipment to be used in hazardous action sequences and confirm their technical suitability with cast and crew 7. Recall positioning and movement of all personnel involved in hazardous action sequences to support ease of visual continuity and editing 8. Consider and review alternative execution methods for specific hazardous action sequences 9. Confirm with relevant personnel that planned hazardous action sequences comply with legal and regulatory requirements
Participate in dedicated personnel briefings	10. Review all hazardous action sequence information 11. Attend briefings of relevant personnel and confirm communication methods, chain of command, cues, and abort and emergency action procedures 12. Check available technical specifications for all production materials to be used and advise relevant personnel of issues arising
Set up, check and prepare production area	13. Unload, position and assemble production materials to be used in specific hazardous action sequences 14. Check that all equipment and handling procedures comply with given technical specifications in terms of required safety standards and regulatory requirements and notify relevant personnel of emergent issues 15. Review camera positions for latent safety issues 16. Prepare body for hazardous action sequences performance through relevant warm-up activities 17. Confirm with relevant personnel that hazardous action sequences meet stylistic production requirements 18. Ensure that production areas are clear of unwanted objects and personnel
Safety test hazardous action sequences	19. Identify and recall relevant spot marks and other visual cues to assist in positioning during hazardous action sequences 20. Reconfirm that all personal protective equipment (PPE) and other specified safety equipment is fitted and functioning correctly 21. If possible within budgetary and safety constraints, determine the operation of hazardous action sequences by test, demonstration, simulation or rehearsal 22. Advise relevant personnel of any revision to planned hazardous action sequences identified through test, demonstration, simulation or rehearsal 23. Abort hazardous action sequences where unacceptable risk arises and advise relevant personnel
Safely perform hazardous action sequences	24. Comply with relevant PPE requirements 25. Confirm with relevant personnel where specific production requirements involve other high-risk activities 26. Recheck that areas are clear of unwanted objects and personnel 27. Execute sequences according to agreed production schedules and cues 28. Follow all safety controls and regulatory requirements during execution of sequences 29. Implement alternative safeguards for all production personnel where variations occur to agreed production plans 30. Abort hazardous action sequences where unacceptable risk arises during execution and advise relevant personnel 31. Ensure that continuity for hazardous action sequences is maintained throughout execution
Respond to emergency situations	32. Abort activities and implement emergency plans in the event of accidents 33. Clear sites of all personnel and if possible remove items that may cause further injury 34. Identify items or locations that may need to be isolated for safety and investigatory activities post-emergency situation 35. Advise relevant personnel of the emergency situation according to established procedures
Secure locations on completion of hazardous action sequences	36. Collect, check inventory of, transport and store production materials used in the execution of hazardous action sequences in compliance with enterprise and regulatory requirements 37. Inspect locations to ensure they are left in a safe and secure state, in compliance with regulatory requirements 38. Participate in post-sequence evaluations with relevant personnel and provide feedback in order to guide future productions 39. Complete personal logbook and contribute to any final written reports as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: engage with relevant screen production cast and crew members through designated verbal and non-verbal communication channels interpret call sheets, scripts, artistic direction, production schedules, technical reports, safety briefings, and licensing and regulatory documents explain specific skills requirements of hazardous action sequences to cast and crew in order to minimise risk teamwork skills that demonstrate an understanding of the collective nature of screen productions, especially where a number of hazardous action sequences are occurring simultaneously during screen productions problem-solving skills sufficient to make valid determinations as to a performer's ability to perform a planned fight or fall hazardous action sequence based on experience, observation and awareness of relevant industry codes and legislative requirements organisational and planning skills sufficient to: implement relevant licensing and government regulatory requirements implement relevant emergency and medical service procedures external to screen productions use information management systems that address safety and security establish parameters in delivery of sequences that maximise continuity contribute to planning, set up, rehearsal, execution, evaluation and bump out associated with hazardous action sequences involving a range of fights and falls well-developed self-management skills sufficient to: work under pressure and in adverse situations contribute to accurate, appropriate and timely records and documentation meet production deadlines and schedules document own performance and skills in the context of promoting oneself for future employment technical skills sufficient to: use documentation systems that support production requirements in relation to hazardous action sequences using fights and falls select and apply fight movements and procedures appropriate to the genre of specified screen productions
Required knowledge
industry knowledge, including: familiarity with screen production techniques, camera positions and equipment organisational culture, etiquette, structure and roles and responsibilities of film crew and specialist production and location management personnel involved in screen productions issues and challenges that arise in executing hazardous action sequences involving fights and falls access procedures and protocols for engaging with emergency and medical services communication channels employed on location common industry hazards in relation to fights and falls, their potential for causing harm, and strategies for minimising potential harm to performers and crew safety implications regarding all camera, sound and lighting equipment to be used in hazardous action sequences involving fights and falls safety practices required to remove, isolate or minimise hazards on set relevant OHS legislation and regulations as they relate to safe transport and use of sets, props and armour applied knowledge of the Australian Recommended Safety Code for Film and Television specific licensing requirements for stunt coordinators and fight directors as identified in the Media, Entertainment and Arts Alliance (MEAA) and film industry codes of practice

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: safe execution of hazardous action sequences using fights and falls that demonstrate: compliance with all licensing, regulatory and industry codes of practice and safety regulations safe work practices understanding of screen production processes in relation to performing hazardous action sequences ability to follow correct procedures in relation to setting up, performing and evaluating hazardous action sequences involving fights and falls ability to make judgements based on the degree of risk associated with hazardous action sequences effective verbal and written communication skills in the context of executing hazardous action sequences using fights and falls.
Context of and specific resources for assessment	Assessment must ensure that a sufficient range of hazardous action sequences are covered that address all aspects of stunt performance (falls, fights and combat) as determined by MEAA requirements. Assessment should occur wherever possible in an integrated manner with similar hazardous action sequence units that support learners to meet relevant licensing and regulatory requirements. Assessment must also ensure: access to a real or simulated workplace environment that reproduces all the elements of a production requiring hazardous action sequences involving fights and falls access to regulatory information as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation and questioning of the candidate on location as he/she prepares for and performs hazardous action sequences involving fights and falls written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBPMG407B Apply risk management techniques CUFHAZ401A Perform hazardous action sequences using vehicles CUFHAZ403A Perform hazardous action sequences involving natural elements CUFHAZ404A Perform hazardous action sequences involving animals.

Range Statement

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.
Relevant personnel may include:	actor, extra and stand-in performer armourer fire and safety officer first assistant director floor manager head of department lighting, sound and camera personnel location or unit manager make-up and wardrobe personnel medic other specialist technical staff production staff pyrotechnic effects operator site safety officer special effects production personnel specialist rigging, scaffolding and crane or lift operator stunt coordinator stunt performer transportation provider and crew.
Locations may include:	built or natural environments day and night interior and exterior studio.
Regulatory requirements may include:	air traffic or maritime authority requirements in relation to air traffic corridors, ports and rivers commonwealth, state and territory departments and agencies overseeing OHS regulations, e.g. WorkCover crowd control requirements, where the production may involve members of the public as participants or observers environmental planning staff in relation to noise levels, smoke and other special effects release and clean up licensing bodies for relevant high-risk occupations involving such things as explosives, rigging, scaffolding, pressure vessels, forklifts and crane or lift operations licensing requirements for transporting, setting up, storing and discharging firearms, blank ammunition and pyrotechnic effects MEAA requirements under stunt performer grading systems police, emergency and medical service providers provision and use of specific PPE and other related safety equipment relevant local and state government environmental planning and construction legislation and regulations relevant national and international standards bodies responsible for guidelines and codes of practice, e.g. EPA guidelines, the Building Code of Australia and transport departments for vehicle licensing security-related legislation in regards to the release of special effects.
Information may include:	camera and equipment track and rigging requirements cast and crew lists costume and theatrical make-up requirements documentation of relevant licences and regulatory compliance requirements needed by all stunt supervisors, performers, armourers and fight directors lighting and sound equipment and rigging requirements location lists and access requirements pre-production safety reports production schedules scripts set and props construction and transportation specifications relevant to specific hazardous action sequences special effects specifications stunt and action sequence details weapons and ammunition management, including: inventories of live and blank ammunition weapons capability statements and records instructional manuals on weapons handling licences and regulatory requirements weapon quarantining procedures armour on-site and off-site transport and magazine storage protocols.
Cues may be:	computer generated given live or via communications equipment spoken visual.
Reasons to abort sequences may include:	accident and incident equipment failure loss or lack of communication risk to broader public and environment risk to cast, crew and production equipment unfavourable weather conditions, such as: fog, mist or rain high wind velocity bad light water temperature.
Warm-up activities may include:	breathing mental and emotional preparation practice sessions practice with weaponry and props running stretches swimming.
Personal protective equipment may include:	air supplies airbags and boxes body suits helmets, boots and gloves knee and shoulder pads neck braces period and contemporary body armour rappelling and abseiling equipment safety goggles safety harnesses and lines skin suits any other safety equipment.
Productions may include:	animated productions commercials documentaries educational resources feature films filmed events or performances music video short films television productions of any type.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - hazardous action

Co-requisite units

Co-requisite units

CUFHAZ403A Perform hazardous action sequences involving natural elements

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required for the safe execution of hazardous action sequences using natural elements during screen production. Industry-graded stunt performers require a broad range of licences and certificates, e.g. advanced driving course and relevant class of licence for vehicle types, First Aid Certificate, Rigger/Dogman Licence, Bronze Medallion Lifesaving and open water scuba diving. They must also comply with relevant licensing requirements for the transport and use of firearms, ammunition and pyrotechnic effects.

Application of the Unit

Application of the unit	Performers involved with the execution of hazardous action sequences using natural elements such as fire, water and wind apply the skills and knowledge described in this unit. Only recognised and graded stunt actors and performers undertake these sequences under the strict guidance of supervisory staff such as stunt coordinators, fight directors and screen safety officers. These key personnel are responsible for liaising between stunt performers and other production personnel, e.g. first assistant director, producer, location manager, stunt and fight performers, cast members and other specialist production staff. Production activities take place both in simulated environments and on location. The role of hazardous action performers is to ensure that the set up, rehearsal, performance and review of hazardous action sequences comply with creative requirements, as well as screen safety reports and industry codes of practice. Performers are responsible for ensuring that all aspects of action sequences they perform minimise risk to themselves and other cast and crew members.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for execution of hazardous action sequences involving natural elements	1. Notify relevant personnel of your arrival on location and confirm your capacity to perform the required hazardous action sequences involving natural elements 2. Confirm with relevant personnel specific production requirements for hazardous action sequences and prepare accordingly 3. Review skills requirement and experience of self and other specialist personnel for relevance to proposed sequences 4. Familiarise self with production materials to be used in hazardous action sequences and check cast and crew for technical suitability and safety compliance 5. Note camera locations for coverage of hazardous action sequences 6. Recall positioning and movement of all personnel involved in hazardous action sequences to support ease of visual continuity and editing 7. Consider and review alternative execution methods for specific hazardous action sequences 8. Confirm with relevant personnel that planned hazardous action sequences comply with legal and regulatory requirements
Attend dedicated personnel briefings	9. Review all hazardous action sequence information 10. Attend briefings of relevant personnel and confirm communication methods, chain of command, cues, and abort and emergency action procedures 11. Check available technical specifications for all production materials to be used and advise relevant personnel of issues arising
Set up and check production materials	12. Unload, position and assemble production materials to be used in hazardous action sequences 13. Check that all equipment and handling procedures comply with given technical specifications in terms of required safety standards and regulatory requirements and notify relevant personnel of emergent issues 14. Review camera positions for latent safety issues 15. Check that production areas are clear of unwanted objects and personnel 16. Identify visual cues and spots to assist in positioning performers for hazardous screen production activity 17. Reconfirm that personal protective equipment (PPE) and other specified safety equipment are operational and used correctly 18. If possible within budgetary and safety constraints, determine the operation of hazardous action sequences by test, demonstration, simulation or rehearsal 19. Advise relevant personnel of any revision to planned hazardous action sequences identified through test, demonstration, simulation or rehearsal 20. Abort hazardous action sequences where unacceptable risk emerges and advise relevant personnel
Safely execute hazardous action sequences	21. Comply with relevant PPE requirements 22. Confirm with relevant personnel where specific production requirements involve other high-risk activities 23. Recheck that areas are clear of unwanted objects and personnel 24. Execute sequences according to agreed production schedules and cues 25. Follow all safety controls and regulatory requirements during the execution of sequences 26. Implement predetermined alternative safeguards for all production personnel where variations occur to agreed production plans 27. Abort hazardous action sequences where unacceptable risk arises during execution and advise relevant personnel 28. Ensure that continuity of hazardous action sequences is maintained throughout execution
React to emergency situations	29. Abort activities and implement emergency plans in the event of accidents 30. Clear sites of all personnel and if possible remove items that may cause further injury 31. Identify items or locations that may need to be isolated for safety and investigatory activities post-emergency situation 32. Advise relevant personnel of the emergency situation according to established procedures
Secure locations on completion of hazardous action sequences	33. Collect, check inventory of, transport and store all materials, props and equipment used in hazardous action sequences in compliance with regulatory requirements 34. Inspect locations to ensure that they are left in a safe and secure state, in compliance with regulatory requirements 35. Participate in post-sequence evaluations with relevant personnel and provide feedback in order to guide future operations 36. Complete personal logbook and contribute to any final written reports as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: engage with relevant screen production cast and crew through designated verbal and non-verbal communication channels interpret call sheets, scripts, artistic direction, production schedules, technical reports, safety briefings, and licensing and regulatory documents explain specific skills requirements of hazardous action sequences to cast and crew in order to minimise risk teamwork skills that demonstrate an understanding of the collective nature of screen productions, especially where a number of hazardous action sequences are occurring simultaneously during screen production activities problem-solving skills sufficient to make valid determinations as to a performer's ability to execute planned hazardous action sequences based on experience, observation and awareness of relevant industry codes and legislative requirements technical skills sufficient to use documentation systems that support production requirements in relation to hazardous action sequences using elements organisational and planning skills sufficient to: implement relevant licensing and government regulatory requirements implement relevant emergency and medical service procedures external to screen productions use information management systems that address safety and security establish parameters in delivery of sequences that maximise continuity contribute to the planning, set up, rehearsal, execution, evaluation and bump out associated with hazardous action sequences involving the use of elements well-developed self-management skills sufficient to: work under pressure and in adverse situations contribute to accurate, appropriate and timely records and documentation meet production deadlines and schedules document own performance and skills in the context of promoting oneself for future employment
Required knowledge
industry knowledge, including: familiarity with screen production techniques, camera positions and equipment organisational culture, etiquette and structure, and roles and responsibilities of film crew and specialist production and location management personnel involved in screen productions issues and challenges that arise in executing hazardous action sequences using elements access procedures and protocols for engaging with emergency and medical services communication channels employed on location common industry hazards in relation to the use of elements, their potential for causing harm, and strategies for minimising potential harm to performers and crew safety implications regarding all camera, sound and lighting equipment to be used in hazardous action sequences using elements safety practices required to remove, isolate or minimise hazards on set relevant OHS legislation and regulations as they relate to safe transport and use of sets, props and armour applied knowledge of the Australian Recommended Safety Code for Film and Television understanding and achievement of all required discrete licensing requirements for stunt coordinators and fight directors as identified in the Media, Entertainment and Arts Alliance (MEAA) and film industry codes of practice

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: safe execution of hazardous action sequences using natural elements that demonstrate: compliance with all licensing, regulatory and industry codes of practice and safety regulations safe work practices understanding of screen production processes in relation to performing hazardous action sequences ability to follow correct procedures in relation to setting up, performing and evaluating hazardous action sequences ability to make judgements based on the degree of risk associated with hazardous action sequences effective verbal and written communication skills in the context of executing hazardous action sequences using natural elements.
Context of and specific resources for assessment	Because this unit focuses on the requirements of staging of hazardous action sequences, assessment must ensure that a sufficient range of hazardous action sequences are covered that address all aspects of stunt performance (water, fire, wind and smoke) as determined by MEAA requirements. Assessment should occur wherever possible in an integrated manner with similar hazardous action sequences units that support learners to achieve relevant licensing and regulatory requirements. Assessment also must ensure: access to a real or simulated workplace environment that reproduces all the elements of a production requiring hazardous action sequences using natural elements access to regulatory information as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation and questioning of the candidate on location as he/she prepares for and performs hazardous action sequences using natural elements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBPMG407B Apply risk management techniques CUFHAZ401A Perform hazardous action sequences using vehicles CUFHAZ402A Perform hazardous action sequences involving fights and falls CUFHAZ404A Perform hazardous action sequences involving animals.

Range Statement

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.
Relevant personnel may include:	actor, extra and stand-in performer armourer fire and safety officer first assistant director floor manager head of department lighting, sound and camera personnel location or unit manager make-up and wardrobe personnel medic other specialist technical staff production staff pyrotechnic effects operator site safety officer special effects production personnel specialist rigging, scaffolding and crane or lift operator stunt coordinator stunt performer transportation provider and crew.
Locations may include:	all weather conditions day and night interior and exterior specialist production facilities, e.g. water tanks for underwater photography studio.
Hazardous action sequences involving natural elements may include:	activities using elements such as: skydiving and base jumping swimming, scuba diving and free diving skiing and surfing firefighting canoeing and kayaking sailing and windsurfing rock climbing ammunition, e.g.: blanks projectiles firearms and weapons mechanical and electronic systems, e.g.: animatronics and pneumatics electrical and mechanical winches and cabling automated and animatronic devices and controls electronic and electro mechanical devices computer controlled devices motion control systems motion control electronics and systems electronic flashing and timing devices pyrotechnics such as: explosives detonators squibs smoke deflating materials confetti canons aerial and ground effect display shells and mortars simulated hazardous actions, e.g.: drowning and inundation falling suffocation burning buried alive weather effects, e.g.: storms, floods and rain fog wind sun and heat snow and ice fire (natural and built environment) smoke sand storm landslide, collapse and falls waterfalls and rapids.
Production materials may include:	camera, lighting and sound recording equipment costumes and make-up sets and props any other equipment or materials required for specific hazardous action sequences using natural elements.
Regulatory requirements may include:	air traffic or maritime authority requirements in relation to air traffic corridors, ports and rivers commonwealth, state and territory departments and agencies overseeing OHS regulations, e.g. WorkCover crowd control requirements, where productions may involve members of the public as participants or observers environmental planning staff in relation to noise levels, smoke, and other special effects release and clean up licensing bodies for relevant high-risk occupations involving such things as explosives, rigging, scaffolding, pressure vessels forklifts and crane or lift operations licensing requirements for transporting, setting up, storing and discharging firearms, blank ammunition and pyrotechnic effects MEAA requirements under stunt performer grading systems police, emergency and medical service providers provision and use of specific PPE and other related safety equipment relevant local and state government environmental planning and construction legislation and regulations relevant national and international standards bodies responsible for guidelines and codes of practice, e.g. EPA guidelines, the Building Code of Australia and transport departments for vehicle licensing security legislation in relation to the release of special effects.
Hazardous action sequence information may include:	abort details and signals assembly requirements and schedules cast and crew lists chain of communication for execution of sequences involving the use of natural elements, including cues and signals daily call or running sheets date and approximate time of day for execution of sequences detailed descriptions of stunt and action sequences documentation of relevant licences and regulatory compliance requirements needed by stunt supervisors, performers and fight directors equipment assembly requirements and schedules estimation of camera position, route and timing of cameras and details of rigging involvement of performers and stunt performers in stunt and action sequences location lists and access requirements location of emergency services and procedures for contacting emergency services in the event of an accident location of first aid and medical facilities materials data safety sheets (MSDS) for all chemicals and compounds used names of action sequence coordinator, safety consultant and safety supervisor pre-production safety report procedures to be followed in the event of an accident production schedule required statutory approvals route and timing of sequences involving the use of natural elements safety procedures to be followed during set up and execution of sequences involving the use of natural elements safety reports and assessments of these reports scripts set and props construction and transportation specifications relevant to specific hazardous action sequences special effects specifications type and number of personnel required to execute sequences involving the use of natural elements.
Cues may be:	computer generated given live or via communications equipment spoken visual.
Reasons to abort sequences may include:	accident or incident equipment failure loss or lack of communication risk to broader public and environment risk to cast, crew and production equipment unfavourable weather conditions, such as: fog, mist or rain high wind velocity bad light water temperature.
Productions may include:	animated productions commercials documentaries educational resources feature films filmed events or performances music video short films television productions of any type.
Personal protective equipment may include:	air supplies airbags and boxes body suits breathing apparatus and masks eyebaths fire blankets and extinguishers fire retardant treated clothing first aid equipment heat safety gels helmets, boots and gloves knee and shoulder pads life jackets neck braces period and contemporary body armour rappelling and abseiling equipment safety goggles safety harnesses and lines scuba equipment skin suits any other safety equipment.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - hazardous action

Co-requisite units

Co-requisite units

CUFHAZ404A Perform hazardous action sequences involving animals

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required for the safe execution of hazardous action sequences involving the management of animals during screen productions. Animal handlers must meet relevant state and national licensing requirements for the possession and transportation of exotic or native animals, especially where such animals pose a potential threat to production cast and crew.

Application of the Unit

Application of the unit	One or more performers in screen productions may be required to complete sequences involving animals, in line with production and safety requirements. Hazardous action sequences are performed only by recognised stunt actors and performers, under the strict guidance of stunt coordinators, armourers, fight directors and animal handlers. These key personnel are responsible for liaising on behalf of performers with directors, producers, location managers, other stunt and fight performers, cast members and specialist production staff. Animal sequences have broader application in live theatre and other entertainment activities, such as theme park performances, and are often combined with other hazardous performance work using vehicles, animals or elements. The role of hazardous action sequence performers is to ensure that the set up, rehearsal, performance and review of hazardous action sequences comply with production requirements, as well as screen safety and industry codes of practice. Performers are responsible for ensuring that all aspects of action sequences they perform minimise risk to any animal, themselves and other cast and crew members.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for execution of hazardous action sequences involving animals	1. Notify relevant personnel of your arrival on location 2. Assess condition and temperament of animals and familiarise all personnel with commands and cues 3. Confirm with relevant personnel your capacity to deliver all specific hazardous action sequences 4. Note all camera locations for coverage of the hazardous action sequences 5. Review skills requirements and experience of self and other specialist personnel for relevance to proposed sequences 6. Evaluate all hazardous action sequences to determine most appropriate physical warm-up activity required 7. Familiarise self with all props, sets and equipment dedicated to hazardous action sequences involving animals and confirm technical suitability with relevant personnel 8. Recall positioning and movement of all personnel and animals involved in hazardous action sequences to support ease of visual continuity and editing 9. Consider and review alternative execution methods for specific hazardous action sequences 10. Confirm with relevant personnel that the planned hazardous action sequences comply with legal and regulatory requirements
Participate in dedicated personnel briefings	11. Review all hazardous action sequence information 12. Attend briefings of relevant personnel and confirm communication methods, chain of command, cues, and abort and emergency action procedures 13. Check available technical specifications for all production materials to be used and advise relevant personnel of issues arising
Set up, check and prepare production area	14. Unload, secure and supervise animals and production materials to be used in specific hazardous action sequences 15. Check that all equipment and animal handling procedures comply with given technical specifications in terms of required safety standards and regulatory requirements and notify relevant personnel of emergent issues 16. Review camera positions for latent safety issues 17. Prepare body for hazardous action sequences performance through relevant warm-up activities 18. Confirm with relevant personnel that hazardous action sequences meet stylistic production requirements 19. Ensure that production areas are clear of unwanted objects and personnel
Safely test hazardous action sequences	20. Identify and recall relevant spot marks and other visual cues to assist in positioning during hazardous action sequences 21. Reconfirm that all personal protective equipment (PPE) and other specified safety equipment is fitted and functioning correctly 22. If possible within budgetary and safety constraints, determine the operation of hazardous action sequences by test, demonstration, simulation or rehearsal 23. Advise relevant personnel of any revision to planned hazardous action sequences identified through test, demonstration, simulation or rehearsal 24. Abort hazardous action sequences where unacceptable risk arises and advise relevant personnel
Safely perform hazardous action sequences	25. Comply with relevant PPE requirements 26. Reconfirm with relevant personnel where specific production requirements involve other high-risk activities 27. Recheck that areas are clear of unwanted objects and personnel 28. Execute sequences according to agreed production schedules and cues 29. Follow all safety controls and regulatory requirements during execution of sequences 30. Implement alternative safeguards for all production personnel where variations occur to agreed production plans 31. Abort hazardous action sequences where unacceptable risk arises during execution and advise relevant personnel 32. Ensure that continuity for hazardous action sequences is maintained throughout execution
Respond to emergency situations	33. Abort activities and implement emergency plans in the event of accidents 34. Clear sites of all personnel and if possible remove items that may cause further injury 35. Identify items or locations that may need to be isolated for safety and investigatory activities post-emergency situation 36. Advise relevant personnel of the emergency situation according to established procedures
Secure locations on completion of hazardous action sequences	37. Collect, check inventory of, transport and store all production materials used in the execution of hazardous action sequences in compliance with regulatory requirements 38. Inspect locations to ensure they are left in a safe and secure state, in compliance with regulatory requirements 39. Assess condition of animals used in hazardous action sequences and advise animal handlers of any issues arising from staging of hazardous action sequences 40. Participate in post-sequence evaluations with relevant personnel and provide feedback in order to guide future productions 41. Complete personal logbook and contribute to final written reports as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
problem-solving skills sufficient to make valid determinations of a performer's ability to perform a planned hazardous action sequence involving animals based on experience, observation and awareness of relevant industry codes and legislative requirements teamwork skills that demonstrate an understanding of the collective nature of screen productions, especially where a number of hazardous action sequences are occurring simultaneously during screen productions communication skills sufficient to: engage with relevant screen production cast and crew through designated verbal and non-verbal communication channels interpret call sheets, scripts, artistic direction, production schedules, technical reports, safety briefings, and licensing and regulatory documents explain specific skills requirements of hazardous action sequences to cast and crew in order to minimise risk to all staff and animals involved organisational and planning skills sufficient to: implement licensing and government regulatory requirements and emergency veterinary and medical service procedures use information management systems that address safety and security establish parameters in delivery of sequences that maximise continuity contribute to the planning, set up, rehearsal, execution, evaluation and bump out associated with hazardous action sequences involving a range of animals and other performers well-developed self-management skills sufficient to: work under pressure and in adverse situations contribute to accurate, appropriate and timely records and documentation meet production deadlines and schedules document own performance and skills in the context of promoting oneself for future employment technical skills sufficient to: use documentation systems that support production requirements in relation to hazardous action sequences involving animals select and apply movements and procedures appropriate to the effective control of animals and the genre of screen production
Required knowledge
industry knowledge, including: familiarity with screen production techniques, camera positions and equipment organisational culture, etiquette and structure, and roles and responsibilities of film crew and specialist production and location management personnel involved in screen productions issues and challenges that arise in executing hazardous action sequences involving animals access procedures and protocols for engaging with emergency veterinary and medical services communication channels employed on location safety implications regarding all camera, sound and lighting equipment to be used in hazardous action sequences involving animals safety practices required to remove, isolate or minimise hazards on set relevant OHS legislation and regulations as they relate to safe transport and use of animals and other sets, props and armour common industry hazards in relation to working with animals, their potential for causing harm, and strategies for minimising potential harm to human and non-human performers applied knowledge of the Australian Recommended Safety Code for Film and Television and animal welfare codes specific licensing requirements for stunt coordinators and fight directors as identified in the Media, Entertainment and Arts Alliance (MEAA) and film industry codes of practice

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: safe execution of hazardous action sequences involving animals that demonstrate: compliance with all licensing, regulatory and industry codes of practice and safety regulations safe work practices understanding of screen production processes in relation to performing hazardous action sequences involving animals ability to follow correct procedures in relation to setting up, performing and evaluating hazardous action sequences involving animals ability to make judgements based on the degree of risk associated with hazardous action sequences involving animals effective verbal and written communication skills in the context of executing hazardous action sequences involving animals.
Context of and specific resources for assessment	Assessment must ensure that a sufficient range of hazardous action sequences involving animals are covered and that all MEAA requirements are met. Assessment should occur wherever possible in an integrated manner with similar hazardous action sequences units that support learners to meet relevant licensing and regulatory requirements. Assessment must also ensure: access to a real or simulated workplace environment that reproduces all the elements of a production requiring hazardous action sequences involving animals access to regulatory information as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation and questioning of the candidate on location as he/she prepares for and performs hazardous action sequences involving animals written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBPMG407B Apply risk management techniques CUFHAZ401A Perform hazardous action sequences using vehicles CUFHAZ402A Perform hazardous action sequences involving fights and falls CUFHAZ403A Perform hazardous action sequences involving natural elements.

Range Statement

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.
Relevant personnel may include:	actor, extra and stand-in performer animal handler and wrangler armourer fire and safety officer first assistant director floor manager head of department lighting, sound and camera personnel location or unit manager make-up and wardrobe personnel medic other specialist technical staff production staff pyrotechnic effects operator site safety officer special effects production personnel specialist rigging, scaffolding and crane or lift operator stunt coordinator stunt performer transportation provider and crew.
Locations may include:	built or natural environments day and night interior and exterior studio.
Animals used in productions may include:	creatures trained for performance: birds fish mammals arachnids crustaceans reptiles domestic animals domesticated animals imitation animals: decoys animatronics puppets computer generated imagery of animals and creatures undomesticated (wild) animals untrained animals.
Regulatory requirements may include:	air traffic or maritime authority requirements in relation to air traffic corridors, ports and rivers commonwealth, state and territory departments and agencies overseeing OHS regulations, e.g. WorkCover crowd control requirements, where the production may involve members of the public as participants or observers environmental planning staff in relation to noise levels, smoke, and other special effects release and clean up licensing and animal welfare requirements relating to the safe transport and handling of animals to be used during screen production licensing bodies for relevant high-risk occupations, involving such things as explosives, rigging, scaffolding, pressure vessels forklifts and crane or lift operations licensing requirements for transporting, setting up, storing and discharging firearms, blank ammunition and pyrotechnic effects MEAA requirements under stunt performer grading systems police, emergency, and veterinary and medical service providers provision and use of specific PPE and other related safety equipment relevant local and state government environmental planning, and construction legislation and regulations security-related legislation in regards to the release of special effects
Information may include:	animal management armour on-site and off-site transport and magazine storage protocols camera and equipment track and rigging requirements cast and crew lists command prompt lists for specific trained animals costume and theatrical make-up requirements documentation of animal transport, storage and handling requirements specific to species involved documentation of relevant licences and regulatory compliance requirements needed by stunt supervisors, performers, animal handlers, armourers and fight directors lighting and sound equipment and rigging requirements location lists and access requirements pre-production safety reports production schedules scripts set and props construction and transportation specifications relevant to specific hazardous action sequences special effects specifications stunt and action sequence details weapons and ammunition management: inventories of blank ammunition weapons capability statements and records instructional manuals on weapons handling licences and regulatory requirements weapons quarantining procedures.
Cues may be:	computer generated given live or via communications equipment spoken visual.
Reasons to abort sequences may include:	accident and incident equipment failure loss or lack of communication risk to animals, cast, crew and production equipment risk to broader public and environment unfavourable weather conditions, such as: fog, mist or rain high wind velocity bad light water temperature.
Warm-up activities may include:	breathing familiarising animals with required tasks on location mental and emotional preparation practice session practice with weaponry and props running stretches swimming.
Personal protective equipment may include:	air supplies airbags and boxes body suits helmets, boots and gloves knee and shoulder pads neck braces period and contemporary body armour rappelling and abseiling equipment safety goggles safety harnesses and lines skin suits any other safety equipment.
Productions may include:	animated productions commercials documentaries educational resources feature films filmed events or performances music video short films television productions of any type.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - hazardous action

Co-requisite units

Co-requisite units

CUFHAZ501A Coordinate hazardous action sequences

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to supervise the safe performance of hazardous action sequences during screen productions. Media, Entertainment and Arts Alliance (MEAA) requires coordinators of hazardous action sequences to possess relevant licences for the transport and use of firearms, ammunition and pyrotechnic effects; first aid; vehicles; and open water scuba diving.

Application of the Unit

Application of the unit	Production personnel directly involved with the planning and execution of hazardous sequences apply the skills and knowledge described in this unit. Hazardous action sequences are planned and delivered by armourers, stunt coordinators and fight directors in conjunction with directors, producers, location managers, stunt and fight performers, cast members and other specialist production staff. The role of the person coordinating hazardous action sequences is to ensure that the planning, set up, rehearsal, performance and review of sequences comply with screen safety reports and industry codes of practice. The position has a high level of responsibility, since the coordinator must ensure that all aspects of action sequences minimise risk to cast and crew.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan execution of the hazardous action sequence	1. In consultation with relevant personnel and with reference to production documentation, confirm requirements for hazardous action sequences so that technical and script needs can be safely met when filming commences 2. Conduct location inspection with relevant personnel to assess suitable camera locations for coverage of hazardous action sequences 3. Identify specific skills needed to perform sequences and confirm that all personnel possess required skills and licences 4. Assess technical suitability of all props, set and equipment to be used by the hazardous action sequence cast and crew to ensure they meet safety and production requirements 5. Determine positioning and movement of all personnel involved in the hazardous action sequences to support ease of visual continuity and editing 6. Plan and prepare alternative execution methods for hazardous action sequences 7. Review and discuss where necessary emergency plans to be implemented in the event of an accident 8. Confirm that planned hazardous action sequences comply with all legal and statutory approval requirements
Conduct dedicated personnel briefing	9. Prepare information about hazardous action sequences and distribute it to relevant personnel with daily call and running sheets 10. Provide operational safety briefings to relevant personnel and confirm communication methods, chain of command, cues, and abort and emergency action procedures 11. Ensure that relevant cast and crew members are instructed in and familiar with specific technical requirements of hazardous action sequences, props and equipment
Set up production equipment for hazardous action sequences	12. Unload, position and assemble all equipment to be used in hazardous action sequences 13. Confirm that equipment and handling procedures comply with required safety standards and regulatory requirements and notify relevant personnel of any problems 14. Reconfirm camera positions and evaluate latent safety issues 15. Clear the area of non-essential objects and personnel 16. Within budgetary constraints, test or rehearse hazardous action sequences 17. Negotiate revisions to hazardous action sequences if safety concerns arise as a result of tests or rehearsals 18. Abort hazardous action sequences where unacceptable risk is evident and advise relevant personnel
Safely execute hazardous action sequences	19. Ensure that all personnel involved in production sequences are wearing relevant personal protective equipment 20. Execute sequences according to agreed production schedule and cues 21. Ensure that relevant production personnel adhere strictly to safety controls and regulatory requirements during the execution of sequences 22. Implement alternative safeguards for all production personnel where variations occur to the agreed production plan 23. Abort hazardous action sequences where unacceptable risk arises during execution and advise relevant personnel 24. Ensure that continuity is maintained throughout the execution of hazardous action sequences
React to emergency situations	25. Abort activity and implement emergency plans in the event of accidents 26. Clear the site of all personnel and if possible, remove items that may cause further injury 27. Advise relevant production personnel of the situation
Secure location on completion of hazardous action sequences	28. Collect, transport and store all materials, props and equipment used in the performance of hazardous action sequences in line with regulatory requirements 29. Leave location in a safe and secure state, and check that all regulatory requirements have been met 30. Conduct post-sequence evaluation with relevant personnel and evaluate results and feedback in order to guide future operations 31. Prepare final written reports for relevant production personnel as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: engage with a wide range of screen production personnel engage with a range of licensing and government regulatory agencies, and external emergency and medical service providers work collaboratively in a team environment, including demonstrating leadership convey the implications of specific skills requirements of hazardous screen production activities to cast and crew in order to minimise risk initiative and flexibility in the context of: creative visualisation process inherent in the production of screen content resolving unexpected problems on location managing a range of tasks concurrently problem-solving skills sufficient to make valid determinations as to the relative safety and viability of hazardous action sequences based on experience, observation and awareness of relevant industry codes and legislative requirements self-management and planning skills sufficient to: work under pressure and in adverse situations meet production deadlines manage work calmly and effectively to achieve goals and results technical skills sufficient to use routine word processing and database applications in the context of completing workplace documentation organisational, planning and literacy skills sufficient to: interpret scripts, production schedules, technical reports, and licensing and regulatory documents oversee the planning, set up, rehearsal, execution, evaluation and bump out of hazardous action sequences complete workplace documentation numeracy skills sufficient to interpret budgets in relation to the coordination of hazardous action sequences
Required knowledge
industry knowledge, including: familiarity with screen production techniques, camera positions and equipment organisational culture, etiquette and structure, and roles and responsibilities of film crew and specialist production and location management personnel involved in screen productions issues and challenges that arise in coordinating hazardous action sequences access procedures and protocols for engaging with emergency and medical services well-developed understanding of: procedures for the safe execution of special effects, stunts and action sequences common industry hazards and their potential for causing harm safety practices required to remove, isolate or minimise hazards safety implications associated with using camera, sound and lighting equipment OHS legislation and regulations as they relate to screen productions, e.g. licensing requirements for identified high-risk occupations relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia and local government construction legislation and regulations environmental and land use legislation and regulations as they relate to safe transport and use of sets and props state and territory based legislation covering the use of outdoor pyrotechnics and indoor theatrical effects legislative requirements for working with minors and animals Australian Recommended Safety Code for Film and Television, including stunts and special effects, first aid and armour action sequence design involving the use of firearms and weapons legislation and local regulations involving the use and storage of firearms and weapons licensing requirements for stunt coordinators and fight directors as identified in MEAA and film industry codes of practice

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: effective and safe coordination of hazardous action sequences during filming of screen productions demonstrated flexibility and problem-solving skills detailed knowledge of the Australian Recommended Safety Code for Film and Television effective verbal and written communication skills.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the coordination of hazardous action sequence on at least two occasions access to screen productions to assess the practical supervisory and management aspects of the unit access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of the candidate's documentation of stunt or fight sequences coordinated by the candidate to assess understanding of issues associated with coordinating hazardous action sequences direct observation and questioning of the candidate on location as he/she coordinates hazardous action sequences written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBOHS505B Manage hazards in the work environment CUFPPM503A Manage safety aspects of screen productions.

Range Statement

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.
Relevant personnel may include:	armourers art directors designers directors directors of photography extras and stand-in performers film and television authorities that support location selection fire and safety officers floor managers general public, local residents heads of department lighting, sound and camera personnel local government authority personnel location or unit managers make-up and wardrobe personnel medics performers personnel with specialist expertise in stunt and action sequence execution producers production designers production staff pyrotechnic effects operators/contractors special effects department personnel special effects production personnel special effects supervisors/managers specialist and licensed rigging, scaffolding and crane and lift operators stunt actors stunt coordinators stunt performers supervisors technical directors transportation provider and crew other technical/specialist staff.
Production documentation may include:	budgets call and running sheets camera and equipment track and rigging requirements cast and crew lists costume and theatrical make-up requirements documentation of relevant licences and regulatory compliance requirements needed by stunt supervisors, performers, armourers and fight directors fault reports hire agreements lighting and sound equipment and rigging requirements location lists and access requirements manufacturer specifications operation and project plans pre-production safety report production schedule scripts sketches special effects specifications specifications for set and props construction and transportation in relation to hazardous action sequences stock orders stock reports stunt and action sequence details technical drawings weapons and ammunition management, e.g.: inventories of live and blank ammunition weapons capability statements and records instructional manuals on weapons handling licences and regulatory requirements weapons quarantining procedures protocols for storing and transporting armour on site and off site.
Hazardous action sequences may include:	ammunition, e.g.: live rounds blanks projectiles animatronics and creatures automated and animatronic devices and controls cables computer controlled devices electrical and mechanical winches electro mechanical devices electronic devices electronic flashing and timing devices electronic hardware floor effects, e.g.: weather fire and smoke collapsing and destruction falls water vehicle movements and crashes animals armed motion control electronics and systems pneumatics power packs pyrotechnics such as: explosives detonators squibs smoke deflating materials confetti canons aerial and ground effect display shells and mortars use of firearms and weapons, e.g.: handguns rifles machine guns grenades real or replica weapons cross or longbows blow guns slingshots spear guns fight props, such as fake chairs and bottles swords lances and knives maces staffs flame throwers dart guns.
Locations may include:	day and night on location - interior and exterior outside broadcast studio.
Information may include:	abort details and signals assembly requirements and schedule chain of communication for execution of sequences involving the use of firearms and weapons, including cues and signals contact details of relevant personnel, e.g.: action sequence coordinator safety consultant safety supervisor armourer date and approximate time of day for the execution of sequences detailed description of stunt and action sequences equipment assembly requirements and schedules estimation of camera position, route and timing of cameras, and details of rigging involvement of performers and stunt performers in stunt and action sequences location of emergency services and procedures for contacting emergency services in the event of an accident location of first aid and medical facilities procedures to be followed in the event of an accident reports, and assessments of these reports required statutory approvals route and timing of sequences involving the use of firearms and weapons safety procedures to be followed during set up and execution of sequences involving the use of firearms and weapons type and number of personnel required to execute sequences involving the use of firearms and weapons.
Cues may be:	computer generated given live or via communications equipment spoken visual.
Reasons to abort sequences may include:	accident equipment failure risk to the general public unfavourable weather conditions, such as: fog, mist or rain wind velocity bad light rain mist water temperature.
Regulatory requirements may stem from:	animal welfare legislation and regulations commonwealth, state and territory departments and agencies overseeing OHS regulations, e.g. WorkCover licensing bodies for high-risk occupations, involving such things as: explosives rigging scaffolding pressure vessels forklifts crane and lift operations local and state government environmental planning and construction legislation and regulations national and international standards bodies responsible for guidelines and codes of practice, e.g. EPA guidelines and the Building Code of Australia police, emergency and medical service providers unions, e.g. MEAA.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - hazardous action

Co-requisite units

Co-requisite units

CUFIND201A Develop and apply creative arts industry knowledge

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and apply basic industry practices within the creative arts industries. This unit addresses the collection, application and updating of general information relevant to work roles within the creative arts industry sectors, including industry structures and operations, employment obligations and opportunities, the impact of new technology and the identification of industry laws and regulations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit underpins effective performance within the following industry sectors: Entertainment Film, Television, Radio and Interactive Media Museums and Library Services Music Visual Arts, Craft and Design. This unit requires a basic application of creative arts industry knowledge. The advanced application of creative arts industry knowledge is addressed in individual units developed for specific job tasks.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Source and apply industry information	1. Seek information on the structure and operation of the creative arts industries using appropriate sources 2. Seek information on employment obligations and opportunities within the creative arts industries using appropriate sources 3. Seek information on new technology affecting the creative arts industries using appropriate sources 4. Comply with copyright requirements when accessing information 5. Apply information in day-to-day work activities to enhance quality of work performance
Identify industry laws and regulations	6. Seek information on laws and regulations affecting the creative arts industries using appropriate sources 7. Identify implications of breaching laws and regulations affecting the creative arts industries 8. Apply information to ensure laws and regulations are not breached in day-to-day work activities
Update and maintain industry knowledge	9. Identify and use a range of opportunities to update knowledge of the creative arts industries 10. Identify current issues of concern to the creative arts industries 11. Share updated knowledge with colleagues 12. Establish and maintain effective contacts in the creative arts industries

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to communicate industry information to colleagues learning skills sufficient to maintain knowledge of industry information literacy skills sufficient to read and understand industry information and terminology numeracy skills sufficient to interpret relevant technical data planning and organising skills sufficient to identify relevant industry information technology skills sufficient to access and download industry information
Required knowledge
basic understanding of the following areas and how they apply to day-to-day work activities (in relation to the particular creative arts industry sector in which knowledge is being assessed): industry structure and operation employment obligations and opportunities new technology laws and regulations current issues of concern

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to source industry information ability to seek appropriate assistance to collect industry information ability to apply industry information to day-to-day work activities to enhance work outcomes understanding of the ways in which to maintain currency of industry knowledge.
Context of and specific resources for assessment	This unit of competency applies to a range of creative arts industry sectors. The focus of assessment will therefore depend on the industry sector involved. Assessment must be customised to meet the needs of the particular industry sector in which performance is being assessed. Assessment should only address those variable circumstances, listed in the range statement, which apply to the chosen context. Assessment must ensure: access to appropriate technology to collect, download and store industry information access to a range of relevant and current industry information access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation of the candidate collecting and organising industry information case studies to assess ability to apply knowledge to different industry contexts and situations written or oral questioning to test knowledge of the different aspects or distinguishing features of the creative arts industries review of portfolios of evidence and third-party workplace reports of on-the-job performance, including authenticated samples of work in collecting and organising industry information.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Structure and operation may include:	distribution channels for products and services industry sectors and their products and services key contacts and support networks major industry bodies and associations prominent practitioners and practices relationship with other creative arts industry sectors specific features of local and regional industry sectors, including their relationship with local community.
Creative arts industries may include:	Entertainment Film, Television, Radio and Interactive Media Museums and Library Services Music Visual Arts, Craft and Design.
Appropriate sources may include:	agents and artists' managers copyright representatives discussions with current industry practitioners, colleagues and community groups electronic and print media, including news, reviews and articles employee and industry association representatives events, including industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals and social events government bodies and associated publications induction kits industry managers internet libraries and telephone books peak copyright organisations personal observations and experience reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services technical publications training programs, seminars, conferences, symposiums, workshops, master classes and other professional development opportunities union publications (e.g. newsletters, magazines, bulletins and letters) and other sources of industrial relations information.
Employment obligations and opportunities may include:	career opportunities and career paths codes of conduct and codes of ethics employer bodies and professional associations employment conditions employment contracts and job descriptions industrial relations issues, including award provisions, enterprise bargaining agreements and non-award areas roles, responsibilities and employment rights of individuals and contracted freelance workers unions.
New technology may include:	advances in any type of equipment or technology used within the industry likely effects of new technology on current work practices and the structure of the industry sources of technical advice and support ways of upgrading skills to allow for the use of new technology.
Laws and regulations may include:	anti-discrimination consumer protection contempt of court copyright defamation duty of care environmental issues equal employment opportunity industrial relations, awards and enterprise agreements insurance issues intellectual property libel obscenity OHS plagiarism privacy legislation racial vilification slander.
Current issues of concern may include:	changing nature of the marketplace, including marketing and production of products and services cultural protocols funding policies government initiatives importing and exporting issues industry contraction or expansion insurance issues taxation issues trends in industry practice.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUFIND301B Work effectively in the screen and media industries

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to work in a team environment in the film, broadcasting and digital media industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People working in a wide range of occupations in the screen and media industries apply the skills and knowledge described in this unit. They could be working in program production, program presentation, administration, studio operations, broadcast technology, online services, film and sound archives, graphics, scenic art, props, set construction, wardrobe, or technical operations such as lighting, camera and sound. Production teams vary in size from a few people to hundreds, depending on the scale of productions. All team members need a basic understanding of stages in the production process, as well as the roles and responsibilities of personnel involved in the production chain. They also need to understand the culture of the organisation for which they are working, whether their job is permanent or on a contract basis for the duration of a production. Even though people at the level described in this unit work under supervision, they are expected to demonstrate a range of well-developed skills requiring some discretion and judgement. More complex skills associated with working as a freelancer are covered in: CUFIND401A Provide services on a freelance basis.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Communicate effectively with others	1. Discuss and agree on own tasks and responsibilities in ways that promote good working relationships 2. Negotiate changes to duties in a constructive manner that takes into account the importance of collaboration to the effectiveness and productivity of work in the industry 3. Share information about the results of own work with others who require the information 4. Treat others courteously and in ways that acknowledge their contribution to productions or projects 5. Take into account particular production or project issues that colleagues or clients may have and the protocols to use in resolving them 6. Participate in negotiations to find workable solutions to conflicts that have the potential to reduce personal and team productivity 7. Complete workplace documentation as required
Take responsibility for own personal development	8. Complete enterprise-specific or other training as appropriate 9. Identify opportunities for ongoing professional development and take appropriate action in consultation with relevant personnel 10. Maintain currency of own industry knowledge through a variety of sources and apply information in day-to-day work activities to enhance quality of work performance 11. Respond positively to constructive feedback on own performance and take action to improve as required
Perform own job role effectively	12. Apply values of the organisation to job role 13. Follow organisational work procedures, protocols and other guidelines 14. Comply with relevant legislative and regulatory requirements 15. Comply with relevant industry codes of practice and guidelines 16. Undertake all work with due regard to OHS requirements and procedures
Participate in quality improvement activities	17. Contribute ideas about improving work practices and productivity in appropriate forums 18. Participate in and provide feedback on initiatives aimed at improving work practices

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: clarify work requirements work as a member of a production team - both independently on assignment and under direction use information networks to keep abreast of industry developments relevant to own job role put forward ideas clearly and constructively when discussing or seeking changes to work arrangements maintain good relationships, even when disagreeing with others initiative and enterprise in the context of being flexible in response to unexpected changes in work schedules problem-solving skills sufficient to distinguish between issues that can be resolved within the parameters of delegated work role authority, and those that must be passed on to higher level officers self-management skills sufficient to: prioritise work tasks balance the need for personal efficiency with the needs of others and production requirements work within deadlines make decisions within level of own responsibility seek expert assistance when problems arise literacy skills sufficient to read and understand industry information and terminology technical skills sufficient to: access and download information from the internet use a computer and other office equipment for the purposes of work role
Required knowledge
broad understanding of: roles and responsibilities of personnel in the relevant sector of the screen and media industries industry terminology basic understanding of common law and broadcasting codes of practice sufficient to identify issues that could lead to legal action Sustainable work practices for individuals and organisations in screen and media OHS standards as they apply to working in the relevant sector of the screen and media industries

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to: perform work tasks according to organisational requirements and values comply with requirements of relevant legislation and regulations source and apply information about industry issues and developments collaborative approach to work effective communication skills in a team environment.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current industry information access to appropriate technology to collect, download and store industry information access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate participating in workplace meetings written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to apply knowledge to different industry contexts and situations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBDIV301A Work effectively with diversity.

Range Statement

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.
Productions or projects may include:	commercials feature films film and sound archival projects live or prerecorded radio and television productions, e.g.: music drama documentaries comedy variety sport programs news current affairs game and quiz shows outside broadcasts live events and performances talkback music videos online: discussion forums audio streaming video streaming short films.
Production or project issues may include:	availability of personnel availability of resources available budget end user production schedule production values requirement that programs go to air on time target audience technical parameters and requirements timelines.
Protocols may include:	enterprise procedures for complying with privacy regulations observing protocols of companies or organisations appearing in productions taking appropriate account of cultural and religious practices when recording or filming material for broadcast.
Documentation may include:	booking sheets and confirmations budget reports call sheets cast information contact lists copyright clearances cue sheets diary entries documentation on scripts and ancillary information, such as: shot descriptions shot numbers camera numbers cue information lighting cues videotape track information graphics or digital effects information durations timings fault reports file notes general in-house correspondence, such as: memos notes email hazard reports records of meetings running sheets schedules timesheets.
Training may include:	on-the-job, e.g.: features of and procedures for using specified equipment and facilities administrative procedures and protocols workplace health, safety and security procedures equipment maintenance procedures features and functions of specified broadcast facilities, equipment and network systems overview of the technology infrastructure supporting a broadcast network overview of international, national and regional operations staffing structure and chain of reporting regulations that apply to specific enterprises off-the-job, e.g.: short courses skill sets national vocational education and training (VET) qualifications state-accredited qualifications.
Relevant personnel may include:	broadcasters camera personnel designers directors editorial staff film laboratory personnel floor managers graphics personnel legal advisers lighting personnel producers production managers program managers reporters sound personnel special effects staff station managers supervisors switchboard operators technical directors technical staff, e.g. maintenance video operators volunteers' coordinators writers.
Industry knowledge may include:	impact of new technologies on the screen and media industries role and profile of different sectors in the screen and media industries role of regulators and government structure and operation of the broadcasting industry in Australia and internationally technical standards.
Sources may include:	discussions with current industry practitioners, colleagues and community groups electronic and print media (e.g. news, reviews and articles, technical publications) employee and industry association representatives events (e.g. industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals and social events) government bodies and associated publications induction kits internet libraries peak copyright organisations personal observations and experience policy and procedures manuals reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services training programs, seminars, conferences, symposiums, workshops, master classes and other professional development opportunities unions and union publications (newsletters, magazines, bulletins and letters) and other sources of industrial relations information.
Values of the organisation may include:	explicit values described in organisational documents implicit, undocumented organisational cultural values.
Legislative and regulatory requirements may include:	current, relevant legislation, regulations, codes of practice (federal and state) and policy relating to: OHS privacy and confidentiality environmental issues anti-discrimination and equal employment opportunity business compliance workplace and industrial relations quality assurance copyright defamation racial vilification obscenity contempt of court privacy.
Codes of practice and guidelines may include:	ABC codes of practice Australian content standards broadcasting services in relation to: commercial radio compliance program commercial radio advertising commercial radio current affairs disclosure children's television standards commercial radio codes of practice and guidelines commercial television industry codes of practice community broadcasting codes of practice guidelines for films and computer games open narrowcast radio codes SBS codes of practice subscription narrowcast radio codes subscription television code of practice.
Forums may include:	enterprise-specific surveys and questionnaires online discussion forums performance appraisal processes planning days production briefing and debriefing sessions staff meetings.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUFIND401A Provide services on a freelance basis

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to operate as a freelancer within the creative arts industry. Success as a freelancer requires a high level of self-motivation and discipline, an ability to develop industry networks and an entrepreneurial attitude when pursuing work opportunities. Freelancers are usually responsible for negotiating their own contracts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Any person who offers their services on a freelance basis applies the skills and knowledge described in this unit. Generally speaking, people move into freelance work after consolidating their skills as employees.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Promote yourself to potential employers	1. Establish, follow up and regularly maintain business contacts within industry 2. Participate in relevant networks to support your freelance activity 3. Identify and follow appropriate strategies to enhance your professional reputation 4. Maximise your reputation by circulating current and succinct information about your experience 5. Join and maintain regular contact with relevant employment networks 6. Advertise your services in relevant media outlets as required 7. Produce and distribute promotional material as required
Negotiate work arrangements	8. Establish clear performance outcomes for jobs and agree on fees, schedules and expenses 9. Ensure that contracts contain payment terms and conditions that provide a viable cash flow 10. Ensure that contracts contain a clear statement of the obligations of all parties and a process for varying terms and conditions 11. Ensure that the terms of contracts match agreements and securely store written copies of final signed contracts for reference during the course of jobs 12. Negotiate variations to contracts as required 13. Seek specialist advice in the development of contracts where appropriate 14. Be willing to adapt to the demands of others, but without compromising your personal work ethic and reputation 15. Be prepared to reject work offers that do not provide sufficient financial remuneration or job satisfaction
Manage financial and business aspects of freelance work	16. Seek advice on and determine the most appropriate way of operating as a freelancer 17. Set up and use effective systems for managing budgets, finance and paperwork 18. Establish and maintain effective support services 19. Establish a realistic fee structure that takes into account all factors associated with your freelance activity 20. Plan ahead to organise and maintain a viable work and cash flow 21. Send invoices in line with payment terms and conditions and follow up any non-payment of invoices promptly and in a businesslike manner 22. Keep simple but accurate and up-to-date accounts and records 23. Submit annual tax returns, using the services of an accountant as required 24. Comply with regulatory, taxation and insurance requirements relevant to freelance activities
Undertake strategic planning	25. Identify and implement strategies that help identify work opportunities at an early stage 26. Seek constructive feedback from relevant people about your performance and evaluate feedback to identify personal development needs 27. Identify opportunities for ongoing professional development and take appropriate action to ensure that your skills and knowledge keep pace with industry developments 28. Identify and act on opportunities to expand your client base, either alone or in partnership with other freelancers 29. Regularly revisit, review and set realistic objectives 30. Continually monitor and analyse work options against quality of life, and artistic and commercial outcomes 31. Identify risk factors and take action to minimise risk when planning work activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication literacy skills sufficient to: establish and maintain industry networks write resume's and other promotional material for potential employers clarify work requirements negotiate with clients or employers to achieve mutually acceptable outcomes present confidently in a job interview situation seek and act on feedback from others problem-solving skills sufficient to factor in a range of costs when establishing fee structures planning and organising skills sufficient to: plan work to maximise cash flow prepare and circulate self-promotional material to potential clients or employers establish and maintain personal financial and work record-keeping systems plan for contingencies develop personal budgets and monitor income and expenditure against budgets initiative and enterprise in the context of: being proactive in identifying and following through on work opportunities developing a strategic approach to maximising return from freelance activity balancing work and personal commitments self-management skills sufficient to: prioritise work tasks complete work according to contract terms and conditions make decisions within level of own responsibility seek expert assistance when problems arise learning skills sufficient to: keep breast of industry developments relevant to own area of work participate in professional development activities technical skills sufficient to: use the internet as a source of information use standard word processing, spreadsheet and database applications
Required knowledge
well-developed understanding of the relevant industry sector, including: profile of major employers industry networks issues and challenges that arise in seeking freelance work industry codes of practice licensing requirements sources of information about regulatory, taxation, insurance and OHS requirements in relation to offering services as a freelancer typical formats for presenting resumés

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: preparation of resume's and other material to promote oneself to potential clients or employers ability to: negotiate work contracts develop and maintain industry contacts participate in industry networks develop and maintain an effective financial record-keeping system develop work plans that take account of the need for adequate cash flow.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current industry information and networks access to office equipment and resources access to examples of work contracts access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate negotiating a work contract or being interviewed for a job written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to undertake strategic planning when developing freelance work opportunities.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND402A Develop screen and media specialist expertise BSBREL401A Establish networks.

Range Statement

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.
Networks may include	chambers of commerce community organisations industry professional associations lobby groups unions.
Strategies may include:	developing a personal website to showcase your achievements and to promote your services entering competitions offering your services to educational institutions as a guest tutor or lecturer seeking industry awards.
Information may include:	achievements availability awards client list contact details past work portfolio of work rates referees show reels skills testimonials URL of personal website.
Employment networks may include:	agents Centrelink industry professional associations online employment agencies unions.
Support services may include:	accountants couriers design services equipment repair and maintenance services film laboratories financial planners government agencies printers tax consultants.
Factors may include:	advertising and promotional costs equipment costs such as: purchase of new equipment maintenance hire and leasing arrangements insurance materials overheads, e.g.: telephone rent superannuation workers' compensation rates recommended by industry bodies travel time and car expenses any other work-related expenses.
Records may include:	computer-based: spreadsheets accounting software applications, e.g. MYOB and Quicken databases project management software applications filing system for receipts and invoices manual: financial ledgers and journals petty cash records invoices receipts.
Regulatory, taxation and insurance requirements may include:	insurance: third-party insurance on motor vehicles workers' compensation comprehensive insurance for vehicles, property or equipment public liability insurance professional indemnity insurance other insurance cover as required by state or federal legislation, or contractual obligations regulation: OHS legislation business registrations and licences planning and other permissions environmental legislation duty of care equal employment opportunity and anti-discrimination legislation anti-competition regulations taxation: tax file number ABN GST registration BAS and GST returns PAYG and withholding arrangements other taxation obligations.
Relevant people may include:	clients colleagues employers mentors officers at employment agencies.
Objectives may relate to:	business and financial targets job satisfaction performance and progress quality of life training needs use of time and other resources in achieving objectives.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUFIND402A Develop screen and media specialist expertise

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to specialise in one or more fields in the film, broadcasting and digital media industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to specialist operators working in a wide range of occupations in the screen and media industries, including lighting, camera, sound production, broadcast technology, and film and sound archival services. This unit requires the application of technical and conceptual skills necessary to operate in a specialist capacity, as well as communication and strategic planning skills in order to work cooperatively in a team environment. This level of specialist work is usually undertaken with limited guidance and specialists could also be responsible for mentoring others on the job.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Apply screen and media skills in a specialist context	1. Plan strategies to develop and enhance technical skills in a specialist screen or media context 2. Use critical thinking techniques to identify work-based opportunities to enhance technical skills 3. Identify and use feedback, discussion and evaluation techniques to continuously improve technical skills 4. Explore capability of materials, tools and equipment as a means to continuously improve technical skills 5. Identify and use relevant sources of information to stimulate technical skills and professional development opportunities
Research and apply screen and media trends and emergent technologies	6. Identify trends and emergent technologies in the screen and media industries using appropriate sources of information 7. Examine and clarify implications and consequences of trends and emergent technologies 8. Critique and review trends and emergent technologies with relevant personnel to explore, develop and express conceptual ideas 9. Explore and use new ideas and emergent technologies to expand own technical and conceptual skills
Evaluate own skills in specialist context	10. Seek and apply constructive criticism from others to improve own technical and conceptual skills 11. Continuously evaluate own technical skills against planned strategies and career goals 12. Compare and contrast own technical skills to those of other specialist technicians in order to extend and enhance own professional work practices 13. Adjust own professional work practices to improve and refine technical and conceptual skills

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research skills sufficient to access information relating to trends, emergent technologies, work opportunities and career planning in the screen and media industries literacy skills sufficient to interrogate and interpret a broad range of information on new trends and technologies in the screen and media industries communication skills sufficient to: critique and discuss new trends and technologies discern and listen to advice from relevant personnel transfer newly acquired knowledge to peers and/or employees use industry and community networks as sources of information critical thinking skills sufficient to identify work-based opportunities to enhance technical and conceptual skills learning skills sufficient to seek expert advice when implementing new trends and technologies planning and organising skills sufficient to plan integration of new technologies into own professional work practices problem-solving skills sufficient to recognise and resolve workplace issues when implementing new technology into own professional work practices technology skills sufficient to coordinate the installation of new technology
Required knowledge
commonly used research methodologies copyright, moral and intellectual property issues associated with research current trends and emergent technologies in the screen and media industries OHS requirements relating to specialised screen and media technical skills organisational implications of adopting trends and emergent technologies organisational planning and review processes physical capabilities of materials, tools and equipment and their applications theoretical and historical contexts relevant to area of specialisation

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to evaluate own technical and conceptual skills against planned strategies and career goals application of planned strategies to develop and enhance own technical and conceptual skills ability to research trends and emergent technologies within the screen and media industries use of discussion and evaluation opportunities to inform and develop own technical and conceptual skills.
Context of and specific resources for assessment	Assessment must ensure: access to an environment where conceptual ideas can be critiqued and reviewed with relevant personnel access to an environment where technical and conceptual skills can be developed and enhanced access to appropriate technology and sources of information to research trends and emergent technologies within the screen and media industries access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of the candidate developing and enhancing technical and conceptual skills written or oral questioning to test knowledge of developing screen and media specialist expertise case studies to assess candidate's ability to research trends and emergent technologies problem-solving activities to assess candidate's critical thinking skills.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBREL401A Establish networks BSBOHS407A Monitor a safe workplace BSBCRT402A Collaborate in a creative process BSBCRT401A Articulate, present and debate ideas.

Range Statement

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.
Technical skills may include:	maintaining broadcast systems operating film projection and television equipment operating master control systems operating sound equipment to record, enhance, mix and amplify sound in support of television, radio, film, video and the performing arts planning and installing broadcast studios and equipment positioning and controlling lighting equipment for stage, television, video or film productions recording, editing, mixing and preparing material for broadcast restoring and preserving film and sound material setting up and maintaining broadcast transmission facilities setting up and operating cameras for film, television and video productions.
Critical thinking techniques may include:	analysing and evaluating actions and policies clarifying issues, values and standards comparing analogous situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences reading and listening critically recognising contradictions transferring insights to new contexts using critical vocabulary.
Sources of information may include:	copyright and legal representatives discussions with innovative industry practitioners electronic and print media (e.g. news, reviews and articles) employee association, union representatives and other sources of industrial relations information events (industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals and social events) government bodies and associated publications induction kits industry associations internet libraries and archives personal observations and experience policy and procedures manuals professional development opportunities, such as: awards competitions conferences exhibitions master classes seminars symposiums training programs workshops reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services technical publications.
Trends and emergent technologies may include:	advances in equipment and technology, including: lighting, camera and sound equipment film projection and television equipment radio and television broadcast transmitters broadcast facilities and equipment film and sound archiving technologies alliances with allied technologies and businesses changing nature of the marketplace, including: business structures and operational strategies new markets (market contraction or expansion) new terminology social, political and environmental developments.
Relevant personnel may include:	broadcasters camera personnel designers directors editorial staff floor managers graphics personnel legal advisers lighting personnel technical staff, e.g. maintenance producers production managers program managers reporters sound personnel special effects staff station managers supervisors technical directors video operators volunteers' coordinators writers.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUFIND403B Work effectively in a costume studio

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to work productively with colleagues in a costume studio. All team members need to demonstrate a capacity for self-discipline, punctuality, commitment to work schedules, and self-awareness. They need a basic understanding of stages in the production process, as well as the roles and responsibilities of personnel involved in the production chain. They also need to understand the culture of the organisation for which they are working, whether their job is permanent or on a contract basis for the duration of a production. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Application of the skills and knowledge described in this unit underpins effective work in a costume studio environment. Even though people at the level described in this unit work under supervision, they are expected to demonstrate a range of well-developed skills, to apply solutions to a defined range of unpredictable problems, and to analyse and evaluate information from a variety of sources.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	CUFCOS401A Make costumes CUFCOS402A Construct costume components

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Communicate effectively with others	1. Discuss and agree on own tasks and responsibilities in ways that promote good working relationships 2. Negotiate changes to duties in a constructive manner that takes into account the importance of collaboration to the effectiveness and productivity of a costume studio 3. Share information about the results of own work with others who require the information 4. Treat others courteously and in ways that acknowledge their contribution to costume studio processes 5. Take into account particular production issues that colleagues or clients may have and protocols to use in resolving them 6. Participate in negotiations to find workable solutions for conflicts that have the potential to reduce personal and team productivity 7. Complete workplace documentation as required
Take responsibility for own personal development	8. Complete enterprise-specific or other training as required 9. Identify opportunities for ongoing professional development and take appropriate action in consultation with relevant personnel 10. Maintain currency of own industry knowledge through a variety of sources and apply information in day-to-day work activities to enhance quality of work performance 11. Respond positively to constructive feedback on own performance and take action to make improvements as required
Perform own job role effectively	12. Apply values of the costume studio to job role 13. Follow work procedures, protocols and other guidelines as they apply to costume studios and productions 14. Carry out tasks to meet schedules and standards as specified by supervisors 15. Comply with privacy, confidentiality, legal and ethical requirements of the costume studio 16. Undertake all work with due regard to OHS requirements and procedures
Participate in quality improvement activities	17. Contribute ideas about improving work practices and productivity in appropriate forums 18. Participate in and provide feedback on initiatives aimed at improving work practices

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: interpret production documentation, costume construction specifications and instructions work collaboratively as a member of a costume studio team use information networks to keep abreast of industry developments relevant to own job role put forward ideas clearly and constructively when discussing or seeking changes to work arrangements maintain good relationships, even when disagreeing with others complete workplace documentation initiative and enterprise in the context of: adapting to the workplace culture being flexible in response to unexpected changes in work schedules making last minute adjustments to costumes problem-solving skills sufficient to: distinguish between issues that can be resolved within the parameters of delegated work role authority, and those that must be passed on to higher level officers contribute to finding solutions to problems that occur with processes or costumes as a result of trials at dress parades or the requests of costume supervisor or designers planning and organising skills sufficient to construct costumes in a logical sequence in line with costume studio procedures self-management skills sufficient to: prioritise work tasks balance the need for personal efficiency with the needs of others and with production requirements work within deadlines make decisions within level of own responsibility follow manufacturer specifications and organisational policies and procedures seek expert assistance when problems arise technical skills sufficient to: use sewing machines to make costumes use computer applications in the context of producing or adjusting patterns numeracy skills sufficient to measure materials and fit costumes
Required knowledge
well-developed understanding of the significance of production schedules and milestones relevant to a costume studio principles and techniques of costume construction and fitting techniques for making alterations and modifications to costumes following dress parades industry knowledge, including: personnel structure within a costume studio or production company roles and responsibilities of personnel in a costume studio workplace broad understanding of artistic and technical elements of productions importance of complying with privacy, confidentiality, legal and ethical requirements of workplaces Sustainable work practices for individuals and organisations in screen and media OHS procedures as they relate to the safe use of equipment and materials when working in a costume studio

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to: perform work tasks as directed follow costume studio procedures comply with privacy, confidentiality, legal and ethical requirements of a costume studio source and apply information about industry issues and developments meet deadlines collaborative approach to work effective communication skills in a team environment.
Context of and specific resources for assessment	Assessment must ensure: access to a costume studio for a period of time work tasks that can be completed within a given timeframe access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of work diary and third-party workplace reports of on-the-job performance evaluation of directed costume making tasks undertaken by the candidate to determine whether workplace supervisor's requirements have been met and correct procedures followed observation of the candidate during work placement to assess communication, interaction and problem-solving skills written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUECOS302A Dress performers CUECOS303A Modify, repair and maintain costumes.

Range Statement

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.
Costume studio processes may include:	accessories and millinery art finishing constructing underpinnings costume breakdown costume construction costume finishing fitting and alterations identifying performers' requirements, including: comfort fit ease of movement durability requirement for extreme physical movement safety laying and cutting fabrics pattern cutting sourcing materials and components taking and calculating measurements trials, e.g.: toiles to test proportion and design toiles to test fit testing of costumes for durability testing of fabrics under lighting dress parades.
Production issues may include:	availability of personnel availability of resources available budget production schedule production values timelines.
Protocols may include:	enterprise procedures for complying with privacy regulations observing protocols of companies or organisations appearing in productions those associated with fitting performers for costumes.
Documentation may include:	booking sheets and confirmations call sheets contact lists. copyright clearances costume breakdown lists costume patterns costume plots descriptive costume checklists diary entries file notes general in-house correspondence, including: memos notes email manufacture schedules manufacturer specifications and instructions measurement charts memos of instruction operational and project plans production schedules records of meetings running sheets schedules scripts timesheets.
Training may include:	on-the-job, e.g.: features of and procedures for using specified equipment and facilities administrative procedures and protocols workplace health, safety and security procedures equipment maintenance procedures staffing structure and chain of reporting regulations that apply to specific enterprises off-the-job, e.g.: short courses skill sets national vocational education and training (VET) qualifications state-accredited qualifications.
Relevant personnel may include:	costume designers costume makers instructors mentors production managers supervisors.
Industry knowledge may include:	impact of new technologies on the costume design and construction process role of costume studios servicing the screen, media and entertainment industries technical standards.
Sources may include:	discussions with current industry practitioners, colleagues and community groups electronic and print media (news, reviews and articles) employee and industry association representatives events (industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals and social events) government bodies and associated publications induction kits internet libraries peak copyright organisations personal observations and experience policy and procedures manuals reference books, industry information sheets, magazines and journals retail and wholesale suppliers of products and services technical publications training programs, seminars, conferences, symposiums, workshops, master classes and other professional development opportunities unions and union publications (newsletters, magazines, bulletins and letters) and other sources of industrial relations information.
Values may include:	explicit values described in organisational documents implicit, undocumented organisational cultural values.
Work procedures may include:	confirming and clarifying instructions documentation procedures environmental requirements OHS procedures associated with the use of equipment protocols receiving instructions reporting absences or delays in attendance reporting problems storage facilities working hours.
Productions may include:	ballet commercials film physical theatre stage productions: opera pantomime drama musicals recitals concerts street parades television productions.
Forums may include:	enterprise-specific surveys and questionnaires online discussion forums performance appraisal processes planning days production briefing and debriefing sessions staff meetings.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUFLGT101A Apply a general knowledge of lighting to work activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to complete basic lighting tasks in a range of production contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People assisting with lighting operations in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. They are working under the direct supervision of an experienced lighting technician. The role includes the need for an understanding of the role of lighting technicians, lighting system layouts and the functions of a range of lighting equipment. Equipment operation is at a routine level. Higher level skills associated with lighting operations are covered in units such as: CUFLGT301A Prepare, install and test lighting equipment CUFLGT302A Record and operate standard lighting cues.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Make preparations for lighting set-up	1. Confirm work requirements with relevant personnel with reference to designated lighting plans 2. Correctly identify appropriate rigging and positioning points for lights and lighting equipment 3. Correctly identify cables and connectors used with different lighting components 4. Identify and sort lighting equipment and accessories in preparation for set-up, ensuring appropriate handling and taking account of equipment differences 5. Follow enterprise procedures and comply with OHS requirements at all times
Complete tasks using lighting equipment	6. Correctly use a lighting desk to bring up channels for focusing and adjustment 7. Correctly and safely power up dimmers and set up patch system 8. Attach light beam control accessories to ensure use of lights is according to instructions and procedures 9. Correctly handle cables, including rolling/unrolling, storage and safe manual handling 10. Identify problems with equipment promptly, take action within the scope of individual responsibility or report to relevant personnel 11. Check and replace spares and consumables and ensure production equipment is ready and available to productions at specified locations 12. Communicate appropriately with relevant personnel, clients or the public during the completion of tasks

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
effective communication, literacy and teamwork skills sufficient to: work effectively as a member of a production team interpret lighting plans understand use of scale, lighting symbols and notation conventions technical skills sufficient to: operate a lighting desk at a basic level undertake basic maintenance of lighting components, e.g. replacing bulbs, checking condition of cables numeracy skills sufficient to: count and sort equipment and use numerical features of lighting desks understand and calculate power loadings (amperage)
Required knowledge
the general scope and potential of lighting operations within different production contexts, e.g. theatre, music, corporate, film and television basic understanding of electrical theory, e.g. watts, amps, kilowatts roles and responsibilities of lighting technicians in different contexts, including career paths the relationship between lighting operations and other technical and performance areas, including audio, vision systems and performance lighting system options in a range of venue types colour recognition specialised terminology that applies to lighting operations general features of lanterns and accessories, dimmers and control systems overview of different types of automated lights and the special requirements of this type of technology, including: rigging orientation powering requirement for data supply and fixture addressing overview of appropriate use of standard pump-propelled glycol-based atmospheric (smoke) effects requirements for storage of lighting equipment OHS legislation and enterprise standards in relation to lighting operations, e.g. electrical restrictions

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: completion of lighting-related tasks according to health and safety procedures recognition of lighting equipment, including key features and purpose.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the completion of a range of preparatory and set-up tasks with industry-standardlighting equipment project or work activities that allow knowledge to be applied to specific production contexts and situations access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of the candidate completing lighting-related tasks inspection of equipment set up by the candidate to determine whether set-up meets production requirements verbal or written questioning to assess knowledge of equipment types.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSOHS301A Follow occupational Health and safety procedures CUETGE15B Handle physical elements safely during bump in/bump out.

Range Statement

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.
Relevant personnel may include:	camera crew clients customers lighting designer lighting technicians performers/actors special effects operators supervisor.
Lights and lighting equipment may include:	architectural fixtures, e.g. wall lights cyclorama lights ellipsoidal profile floods fresnels outside broadcast equipment PAR (parabolic aluminised reflector) lamps PC (pebbled convex) lamps profile snoots studio and theatre-based equipment.
Lighting desk may include:	controlled lighting effects lighting desk peripherals, e.g.: monitors printers external memory storage riggers' controls desk lamp control cables effects unit back-up equipment manual preset operation manual/memory desks manually operated desks single scene sub-master operation sub-master cue stacker and playback theatrical cue set-up and playback.
Dimmers may include:	analogue dimmers multiplexed analogue dimmers multiplexed digital dimmers, e.g. DMX512 MUX and DMUX units, e.g. analogue conversion Single-unit (follow spot) dimmers, e.g. Model 1 or Monopak small self-contained dimmable controllers, e.g. Fourpack, Quadpak.
Patch system may include:	automated lighting, i.e. direct power and data lines required (no dimmer) distributed dimming, e.g. dimmers located where required distributed patching, e.g. patch lines from a single dimmer to lights dual systems, i.e. combination of both layouts as above.
Light beam control accessories may include:	animation discs barn doors black wrap colour frames cookies cut-outs doughnuts and top hats flags flood mechanisms fresnel/PC barn doors gel frames gels gobos/gobo holders/rotators iris profile shutters.
Use of lights may include:	avoiding incorrect orientation of a lamp (which can reduce filament and lantern life) identifying the correct replacement lamp and wattage of lanterns identifying the different types of lamp bases knowing how heat is dissipated by a lantern using correct bubble handling techniques.
Spares and consumables may include:	batteries bulbs cables cables fuses gaffer tape gels.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - lighting

Co-requisite units

Co-requisite units

CUFLGT301A Prepare, install and test lighting equipment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to install and test lighting equipment for productions in the film, television and live events industries. Testing and tagging of electrical equipment must be carried out by a person with the relevant certificate of competency according to the performance specifications of: Australian Standard 3760: 2000 In-service safety inspection and testing of electrical equipment Australian Standard 3002: 1985 Electrical installations - shows and carnivals. In some states and territories, a licensed electrician is required to undertake the tasks outlined in the fifth element. A licensed rigger is required for the installation of some rigging equipment.

Application of the Unit

Application of the unit	Lighting technicians or lighting assistants generally undertake the role described in this unit under the supervision of a lighting designer, technical director or senior lighting technician. They install and test equipment according to a lighting plan. On some productions and outside broadcasts, a qualified gaffer/chief electrician supervises the installation/rigging of lighting equipment and required power sources. Skills associated with operating lighting equipment during productions are covered in: CUFLGT302A Record and operate standard lighting cues CUFLGT402A Set up, record and operate lighting cues and effects.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify lighting requirements for productions	1. Confirm overall lighting requirements with reference to lighting documentation and in consultation with relevant production personnel 2. Calculate power requirements and identify and confirm that power sources and locations meet production requirements 3. Correctly identify patching, colour and focus requirements 4. Identify the need for additional equipment or materials and organise timely acquisition according to enterprise procedures
Prepare lighting equipment for installation	5. Use test equipment to identify faults and to ensure lighting equipment is safe and operational 6. Refer complex repairs to technical specialists according to enterprise procedures 7. Prepare and assemble colour, equipment and accessories in readiness for installation and or transportation when required 8. Pre-rig lighting equipment as required according to safety and licensing requirements 9. Prepare and/or roll extension leads, looms and cables to meet design specifications, enterprise standards and legal requirements
Install lighting	10. Install required rigging and accessories according to statutory and enterprise safety requirements 11. Test, install and hang lanterns and accessories according to the lighting plan, scale and manufacturer specifications 12. Install power supplies according to lighting plans, location standards, manufacturer specifications and safety regulations 13. Patch lanterns and accessories according to lighting or patch plans 14. Safely and neatly secure and correctly label rated cabling so that it is clear of moving elements 15. Angle and focus lanterns according to lighting plans and artistic requirements 16. Check the safety of equipment both during and after installation according to legal requirements
Install lighting control system	17. Correctly connect dimmers to power, assign and turn on 18. Install and configure control desk and peripherals according to production requirements 19. Run and connect control cables and secure safely 20. Patch lanterns and channels to dimmers according to lighting or patch plan sheets and location procedures/conditions
Ensure electrical safety	21. Complete installation and testing according to legislative and OHS requirements 22. Check three-phase distribution and power calculations in collaboration with licensed electricians as required 23. Check that power supply is sufficient for load requirements and that distribution of electrical loading is within limits 24. Ensure that cables used are correctly rated, including three-phase cable to dimmers, and that three-phase supplies are balanced 25. Ensure that cabling and connectors meet legislative and OHS requirements
Test and adjust lighting	26. Test all aspects of lighting, including communication system, control desk and peripherals using appropriate techniques and according to safety requirements 27. Identify the need for adjustments and make modifications accordingly 28. Liaise with appropriate production personnel to confirm that lighting installation meets requirements 29. Complete lighting documentation accurately, legibly and concisely and make updates as required
Disassemble lighting equipment	30. Break down and carry lighting equipment and accessories, employing safe lifting techniques 31. Clean and safely pack equipment into cases to avoid damage and prepare for transport as required 32. Report and document equipment that is damaged and requires maintenance to the relevant production personnel 33. Leave the worksite in the original or improved condition

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: work effectively as a member of a production team interpret lighting plans interpret written and verbal instructions organisational and planning skills sufficient to assemble and test lighting equipment in a logical sequence initiative in the context of making practical suggestions that result in minor modifications to lighting plans technical skills sufficient to: use tools and test equipment necessary to install and maintain lighting equipment use different types of light-measuring devices operate and interpret information readouts from a colour temperature meter numeracy skills sufficient to: make mathematical calculations necessary for the safe assembly, installation and testing of equipment, e.g. power requirements, binary calculations for setting DMX dip switches use a scale ruler
Required knowledge
industry knowledge, including: roles and responsibilities of production personnel industry terminology relevant to lighting operations issues and challenges that arise in the context of installing and testing lighting equipment format of lighting plans and the meaning of different components, including an understanding of scale, position and orientation different types of hardware used for lighting installation, e.g. screws, nuts, bolts types of lanterns, lighting systems, control systems, and lighting accessories and their relevance to different types of production the range of colour gels available and the way in which different colours are used in lighting, including the relationship between colour and light techniques for rigging and hanging lighting equipment within licensing requirements basic principles of lighting, e.g. key, fill and back light relevant workers' compensation and OHS legislation safety regulations and industry safety codes that affect the installation of lighting equipment and working with power, including OHS legislation

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: application of a range of technical lighting knowledge and manual techniques to the installation of lighting equipment so that the lighting set-up meets production and safety requirements application of safe working practices when installing lighting equipment ability to work cooperatively in a team environment.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the installation and testing of lighting equipment for an actual production completion of tasks within workplace time constraints involvement of and interaction with a team to reflect the collaborative nature of the technical production process use of industry-standard equipment access to a lighting plan from which the candidate is able to work access to a production and production venue access to a range of lighting equipment and accessories as identified in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of the candidate installing lighting equipment inspection of lighting equipment set-up by the candidate to assess workability and safety issues verbal or written questioning to assess knowledge of equipment, techniques and how to interpret a lighting plan.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFLGT302A Record and operate standard lighting cues CUSOHS301A Follow occupational health and safety procedures.

Range Statement

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.
Lighting documentation may include:	building specifications, room layouts carnet (for international travel) hire or loan contracts colour cutting/coding schedules colour list colour lists, plots cue synopsis equipment instructions and/or manufacturer instructions and specifications floor sheets focus details full equipment schedule hire and loan agreements international faxes lantern schedules lighting plan patch sheet power requirements production schedule transport or equipment lists venue procedures.
Production personnel may include:	camera assistant camera operator director director of photography floor manager grip head of department lighting designer lighting personnel producer production manager set designers supervisor technical director other technical/specialist staff.
Productions may include:	animated productions commercials documentaries EFP (electronic field production) ENG (electronic news gathering) feature films filmed events or performances live events live or pre-recorded television productions multi-camera music video short films single-camera theatre productions.
Test equipment may include:	analogue or digital multimeters continuity tester DMX cable tester test lamps.
Lighting equipment may include:	architectural fixtures digital moving lights (intelligent lights) lanterns special effects units, e.g.: electrical/electronic props strobes, mirror balls and motors, smoke machines, fog machines ultraviolet light, oil and water crackers, effects projectors studio and location units theatre-based units.
Rigging and accessories may include:	boom arms chain blocks/motors and other rigging equipment installed by a licensed rigger hook clamps H-stands mobile booms safety chains scaffold clamps spansets, slings, shackles spigots T-bars telescopic stands truss winch-up stands.
Lanterns and accessories may include:	lanterns and luminaires, e.g.: fresnel profile HMI (hydrargyrum medium arc-length iodide) plasma, e.g. fluorescent theatre-based units studio and location units special effects moving lights digital moving lights (intelligent lights) lantern accessories, e.g.: profile shutters gobo holders fresnel/PC barn doors colour frames manually operated colour changers irises colour scrollers animation discs gobo rotators and other effects accessories range of lamps, e.g.: incandescent plasma discharge PAR (parabolic aluminised reflector) low-voltage.
Dimmers may include:	analogue multiplexed analogue dimmers multiplexed digital dimmers rheostat-based dimmers self-contained dimmable controllers single-unit, e.g. follow spot.
Control desk and peripherals may include:	control desk peripherals, e.g.: monitors printers external memory storage, e.g. memory card or floppy disk riggers' controls desk lamps control cables effects units and back-up units effects units back-up units additional control modules, e.g. fader wings manual desks manual/memory desks ('rock' desks) moving light desks push-button memory desks ('theatre' desks).
Aspects of lighting to be tested may include:	correct fitting of colour and accessories data flows dimmer profiles functioning of riggers' and designer controls installation of automated software operational function of equipment patching of equipment selection of control protocols valid DMX signals/line.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - lighting

Co-requisite units

Co-requisite units

CUFLGT302A Record and operate standard lighting cues

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to operate a lighting console by plotting and modifying standard lighting cues. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Lighting technicians or lighting assistants in the film, television or live performance industries apply the skills and knowledge described in this unit. In this largely operational role, lighting assistants are required to plot, record and modify lighting cues based on a lighting plan supplied to them by a supervising senior lighting technician or lighting designer. Operators must be familiar with the functions and set-up of lighting consoles and associated peripheral equipment. Skills associated with operating more complex cues and working with advanced equipment are covered in: CUFLGT402A Set up, record and operate lighting cues and effects.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Record, modify and replay lighting cues	1. Identify the functions of controls on consoles, including function of the unit displaying data and controls to produce text 2. Undertake channel selection and intensity setting, then identify on display unit and make appropriate modifications 3. Record cue numbers and fade/wait times according to lighting plan, identify these on display unit and make appropriate modifications 4. Identify recorded cues on display unit after playing them in correct sequence and time 5. Create, modify and replay group and sub-groups in correct sequence and time using relevant controls correctly and then identify on display unit
Test facilities in preparation for plotting lighting cues	6. Ensure that working area is clear, tidy, properly illuminated, and relevant documentation is easily accessible 7. Check communication equipment and ensure that it is in working order 8. Power up dimmers, control desk and control desk peripherals using safe working practices 9. Use appropriate test equipment to ensure lights and accessories and general operating environment meets manufacturer operational and safety specifications 10. Test lighting instruments, accessories and other lighting elements to ensure all items are in correct working order 11. Test venue lighting to ensure it is fully operational and in a safe condition 12. Identify problems with equipment promptly and take appropriate action, or refer to relevant personnel as required
Plot and operate lighting cues	13. Check instructions and lighting plan to verify practicality before plotting and check again once plotted 14. Test line of sight needed for visual cues for feasibility during performance 15. Action cues without delay according to directions and production needs 16. Complete cue modifications according to instructions and accurately update appropriate documentation 17. Establish suitable back-up lighting states in the event of the failure of those recorded 18. Store recorded lighting cues and other data electronically on device external to main lighting console 19. Identify and rectify problems safely and according to venue procedures, or refer to relevant personnel
Conduct basic troubleshooting	20. Identify the nature of faults and locate promptly 21. Assess the need for remedial action taking into consideration safety issues and the need for uninterrupted performance 22. Follow manufacturer diagnostic and remedial procedures according to enterprise policy 23. Report fault to relevant personnel if fault cannot be immediately rectified, providing relevant information 24. Liaise with relevant personnel to identify back-up alternatives if fault cannot be rectified before next production deadline
Carry out post-performance procedures	25. Correctly power down equipment or set to standby between performances as required 26. Store and/or cover controls according to enterprise procedures 27. Make accurate changes to documentation and file according to enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: work effectively with other technicians and designers interpret lighting plan requirements interpret equipment and production documentation, including back-up systems used in conjunction with lighting control problem solving skills sufficient to identify operational problems with lighting consoles technical skills sufficient to: operate computer-based lighting consoles undertake routine maintenance of lighting consoles and peripherals self-management skills sufficient to work within production deadlines numeracy skills sufficient to complete simple mathematical calculations and recall numbers for channel selection
Required knowledge
general lighting terms, including: how terms may vary between different systems how different terms can refer to the same functions on different systems industry terminology and protocols in relation to the operation of lighting in the relevant industry environment lighting control concepts used in a range of lighting systems features and operations (optical and mechanical) of the main types of lanterns, e.g.: profile fresnel PC flood PAR (parabolic aluminised reflector) lamps lantern accessories understanding of the basic elements of lighting design colour recognition in display equipment DMX distribution techniques, including allocation of channels basic understanding of electricity and safe electrical work practices OHS legislation and regulations as they apply to operations associated with lighting activities

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to record and reproduce accurately lighting cues to instruction in a given timeframe knowledge of lighting terminology correct patching of required cabling and peripherals collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the use of a lighting console on multiple occasions for multiple productions use of industry-standard equipment access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of the candidate operating a lighting console during productions direct observation of lighting effects produced by the candidate during a production verbal or written questioning to assess knowledge of console features and functions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFLGT101A Apply a general knowledge of lighting to work activities.

Range Statement

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.
Lighting plan may include:	colour sheet computer generated cue synopsis/sheet equipment list focus details magic sheet manually written patch sheet.
Documentation may include:	accident reports call sheet colour coding schedules equipment manuals/lists/instructions fault reports floor sheets lantern schedules power requirements production schedule running sheet script venue procedures/layout plans.
Communication equipment may include:	headphones mobile phones standard intercoms two-way radios.
Dimmers may include:	analogue dimmers multiplexed analogue dimmers multiplexed digital dimmers, e.g. DMX512 MUX and DMUX units, e.g. analogue conversion single-unit (follow spot) dimmers, e.g. Model 1, Monopak small self-contained dimmable controllers, e.g. Fourpack, Quadpak.
Control desks may include:	controlled lighting effects manual/memory desks manually operated desks.
Control desk peripherals may include:	back-up units control cables desk lamp effects unit external memory storage monitors printers riggers' controls.
Test equipment may include:	analogue and digital multimeters continuity tester DMX, cable testers test meters.
Lights and accessories may include:	animation discs architectural fixtures, e.g. wall lights colour frames cookies cut-outs flags flood mechanisms fresnel/PC barn doors gobos/gobo holders/rotators outside broadcast units profile shutters snoots studio and theatre-based units.
Lighting instruments may include:	digital moving (intelligent) lights special effects units theatre-based units.
Lighting elements may include:	electrical/electronic props floor electrics pracs, e.g. functional lamp as prop special effects, e.g.: strobe lights mirror balls and motors smoke machines fog machines ultraviolet lights chasers haze machines effects projectors optic fibre lights.
Venue lighting may include:	aisle lights backstage lights blue light cleaner lights display/advertising lights exit lights general lights house lights orchestra lights panic lights task lights work lights.
Relevant personnel may include:	choreographer director director of photography gaffer lighting designer producer production manager senior lighting technician stage manager supervisor technical director other technical/specialist staff.
Productions may include:	animations documentaries feature films interactive media productions live concert performances, e.g. rock concerts, open-air concerts/events music videos stage productions, e.g. plays, musicals television productions, e.g. drama, sport, comedy.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - lighting

Co-requisite units

Co-requisite units

CUFLGT303A Install and operate follow spots

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to install and operate follow spots for productions in the screen, media and entertainment industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Lighting technicians or lighting assistants in the screen, media and entertainment industries apply the skills and knowledge described in this unit. Within this largely operational role, follow spot operators need to exhibit a degree of artistic flair, including an ability to empathise with performers and modify follow spot cues quickly and effectively to accommodate unexpected movements during productions. Follow spot operators work with other members of a production team and are typically supervised by a senior lighting technician or lighting designer.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Install follow spots	1. Position follow spots and accessories according to relevant documentation and ensure safety for the operator and audience 2. Set up stands securely and adjust for height as required 3. Check and adjust balance, focus and sights of follow spots 4. Install follow spot dimmers as required 5. Secure follow spot cabling safely 6. Install manual colour changer correctly and colour according to lighting plans 7. Test follow spots to ensure they are operational and that accessories are in working order 8. Focus follow spots and check multiple spots for consistency of focus and colour temperature
Participate in technical or creative run-throughs	9. Participate in technical or creative run-throughs as required, noting required equipment deficiencies or technical adjustments 10. Rehearse technical aspects of production and communicate to performers and relevant personnel as required 11. Set back-up options in the event of an equipment malfunction and test to ensure that they are in working order 12. Plot and run through cues on direction from relevant personnel and according to equipment, sequencing, timing and speed requirements 13. Make necessary changes to cues and modify cue sheets as required 14. Execute necessary changes to equipment according to modifications required
Prepare for follow spot operations	15. Power up follow spots and check height, balance, sights, focus, operation of iris, operation of additional follow spot accessories and dimmer 16. Check colours and operation of colour changer 17. Check that final requirements for equipment operation have been identified, implemented and documented 18. Check communication equipment to ensure that it is in working order 19. Correctly identify and rectify faults or problems and inform relevant personnel of ongoing problems
Operate follow spots	20. Operate follow spots on cue or direction from relevant personnel or running sheet 21. Operate spots so that beam diameter, shape, edge, colour and intensity level meet performance requirements 22. Synchronise follow spot operation with other lighting and staging effects 23. Modify follow spot cues and operation as required to cater for unexpected contingencies and creative requirements 24. Operate spots in a manner that does not distract the audience and maintains reasonable comfort for the operator 25. Identify and rectify problems safely, using logical problem solving techniques and according to venue procedures, and inform relevant personnel as required 26. Correctly identify the need for the use of back-up systems and implement as required 27. Recalibrate follow spots correctly after changing lamps as required
Shut down and disassemble equipment	28. Turn off power to follow spots according to cool-down procedures and dismantle, store or cover equipment according to enterprise procedures and performance requirements 29. Note changes to cue sheets and update and file documentation as required according to enterprise procedures 30. Participate in reviews of overall performance to maximise creative outcomes in future productions

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: liaise with other production staff, e.g. other spot operators respond to cues and directions in an effective and efficient manner interpret and update production documentation initiative and flexibility in the context of changing lighting cues quickly and effectively to accommodate unexpected movements by performers during productions problem solving skills sufficient to identify and rectify follow spot problems during productions with minimum disruption to work flows technical skills sufficient to: demonstrate hand/eye coordination skills operate follow spots and beam, and associated computer programs, including how to adjust for colour temperature self-management skills sufficient to work under pressure and meet deadlines
Required knowledge
features and operations (optical and mechanical) of the main types of lanterns, e.g.: profile fresnel pebble/convex flood moving lanterns PAR (parabolic aluminised reflector) lamps lantern accessories different types of follow spots and their features, including incandescent and discharge units relationship between follow spot operation and other lighting effects industry knowledge, including: roles and responsibilities of personnel in the relevant industry sector impact of technology on production operations broad understanding of the artistic and technical elements of a production duty of care to colleagues and the general public, especially on location OHS procedures as they relate to installing and operating follow spots

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: application of excellent hand/eye coordination skills to follow spot operation for productions with extensive movement on stage knowledge of different techniques for effective follow spot operation collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the operation of a follow spot for an actual production on more than one occasion and for more than one production involvement of, and interaction with, a production team to reflect the collaborative nature of the process access to follow spots and accessories as identified in the range statement access to a production and production venue access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate operating follow spots during productions written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFLGT301A Prepare, install and test lighting equipment CUFLGT302A Record and operate standard lighting cues.

Range Statement

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.
Follow spots may include:	discharge units DMX controlled incandescent xenon arc.
Accessories may include:	% power selection switches ballasts colour magazines gobos irises mechanical blackouts mechanical dimmers shutters stands.
Documentation may include:	colour lists cue sheets emergency and safety procedures equipment lists focus notes lighting plan manuals patch sheets running sheets scripts.
Relevant personnel may include:	director lighting designer other spot operators producer specialist staff stage manager supervisor technical director.
Faults or problems may include:	blown globe defective colour defective iris/sights/dimmer differences in colour temperature between different units faulty balance incorrect height adjustment misaligned sights problems with manual colour changer unexpected changes by performers, e.g. moving out of range, behind scenery.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - lighting

Co-requisite units

Co-requisite units

CUFLGT304A Operate floor electrics

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to set and operate a range of floor electrics for live productions or performances. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Experienced lighting technicians generally apply the skills and knowledge outlined in this unit. The operation of floor electrics is required for specific on-stage effects, which could involve both front and backstage lighting facilities. Cues for floor electrics are typically included in a lighting plan supplied to operators by a supervising senior lighting technician or lighting designer. More complex skills associated with setting up, recording and operating lighting cues are covered in: CUFLGT402A Set up, record and operate lighting cues and effects.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Participate in technical and creative run-throughs	1. Set floor electrics according to performance/production requirements 2. Integrate the operation of floor electrics into the run-through and advise relevant personnel of issues requiring attention 3. Plot, record, rehearse and execute cues on direction from relevant personnel 4. Set back-up systems for use in the event of equipment malfunction and test to ensure that they are in working order 5. Implement changes to cueing and modify cue sheets accurately as required
Prepare to operate floor electrics	6. Identify, implement and document changes to floor electrics operation as required 7. Check communication equipment to ensure that it is in working order 8. Check that supplies of consumables are adequate for performances/productions 9. Place floor electrics elements in stand-by position for the start of performances/productions according to safety and production requirements 10. Identify equipment requiring warm-up and turn on at the appropriate time 11. Check floor electrics elements to ensure that they are operating to specifications 12. Identify problems or faults promptly, take safe and appropriate action to rectify or report to relevant personnel 13. Isolate smoke detectors and check changes to air-conditioning as required 14. Check that cables are run safely and neatly
Operate floor electrics	15. Execute floor electrics changes on cue according to running sheets, directions and the requirements of the performance/production and/or venue 16. Check cables to ensure correct setting 17. Make modifications to floor electrics cues when required, to cater for unexpected contingencies, and inform relevant personnel 18. Identify problems or faults promptly, take safe and appropriate action to rectify or report to relevant personnel 19. Use back-up systems correctly when required
Shut down and disassemble equipment	20. Turn off power to floor electrics elements or set to standby as required 21. Reset smoke detectors and air-conditioning as required 22. Prepare and position floor electrics elements correctly for use as required, or return equipment to stand-by 23. Make accurate updates on cue sheets and other documentation and file according to enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
effective communication, literacy and teamwork skills sufficient to: work with other technicians and designers in a production environment interpret lighting plans interpret equipment and production documentation, including back-up systems used in conjunction with lighting control problem solving skills, particularly in relation to installation and operation of floor electrics technical skills sufficient to operate floor electrics in a range of production environments
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in the relevant industry sector major types of floor electrics equipment and their uses in different production contexts lighting terminology, particularly in relation to the operation of floor electrics relationship of floor electrics to other lighting and staging effects impact of technology on production operations broad understanding of the artistic and technical elements of a production duty of care to colleagues and the general public, especially on location OHS procedures as they relate to the testing, installation and operation of floor electrics

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: knowledge of electricity as it relates to floor electrics applying safe procedures for working with electricity communicating effectively with colleagues and clients within the range of situations defined for the job role.
Context of and specific resources for assessment	Assessment must ensure: demonstration of skills in operating floor electrics for an actual performance on more than one occasion demonstration of skills in multiple performance contexts and with different types of floor electrics involvement of and interaction with a team to reflect the collaborative nature of the technical production process use of industry-standard equipment access to a venue with the capacity for floor electrics operation access to floor electrics equipment access to cueing and other production documentation from which floor electrics are operated access to a production on which the candidate can work access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of a performance where the candidate is responsible for the operation of floor electrics verbal or written questioning to assess knowledge of equipment types and features and safety issues case studies or problem solving exercises to assess the candidate's ability to respond to different operational situations and contexts.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFLGT302A Record and operate standard lighting cues CUFLGT301A Prepare, install and test lighting equipment.

Range Statement

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.
Performances/productions may include:	animations documentaries feature films interactive media productions live concerts, e.g. rock concerts, open-air concerts/events music videos stage productions, e.g. plays, musicals television productions.
Relevant personnel may include:	director director of photography gaffer lighting designer performers/actors producer production manager senior lighting technician stage manager supervisor technical director other technical/specialist staff.
Consumables may include:	connectors gaffer tape gel globes lamp stock PVC tape.
Floor electrics elements may include:	barn doors cables connectors floor pockets gels lighting fixtures lights, e.g. floods pracs shutters special effects lighting, e.g. strip neon, fibre optic.
Documentation may include:	colour lists cue sheets emergency and safety procedures equipment lists focus notes lighting plan manuals patch sheets running sheets scripts.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - lighting

Co-requisite units

Co-requisite units

CUFLGT401A Implement lighting designs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement lighting designs for screen, media and entertainment productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Senior lighting technicians apply the skills and knowledge outlined in this unit. On large-scale productions, they are most likely to work collaboratively with a lighting designer who has devised the lighting plan. On smaller productions (including televised outside broadcasts), a senior lighting technician may be required to devise and implement a lighting plan which includes filler lighting and lights for presenters on location. A significant aspect of the role described in this unit is the need to understand fully the correlation between lighting and the cameras, lenses and stock formats being used in a given film or television production. Skills associated with developing lighting designs are covered in: CUFLGT501A Conceive and develop lighting designs.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify design requirements	1. Discuss lighting designs/plans with relevant production personnel to determine overall production needs 2. Generate a range of ideas for the execution of lighting that provide creative solutions to technical and production issues 3. Seek feedback on ideas with relevant production personnel to maximise creative input into lighting effects 4. Confirm availability of lighting equipment and lighting accessories to implement different options for lighting effects 5. Use a range of criteria to decide which options are most feasible and obtain necessary equipment and accessories according to enterprise procedures 6. Ensure that options selected provide a correct visual interpretation of the script/production
Set up and test lighting options	7. Set up lighting equipment and accessories to test different options for lighting effects using appropriate light and exposure meters 8. Interpret information readouts and make necessary adjustments to achieve desired light quality 9. Ensure lighting equipment and lighting accessories are adjusted to take account of camera types and capture media to be used 10. Correct mixed light sources to achieve a uniform colour balance, using corrective filters to meet creative and technical requirements 11. Participate in ongoing production meetings and evaluation of work in progress on lighting effects 12. In consultation with relevant production personnel, agree on the final lighting configuration to be used and inform others as required
Participate in technical rehearsals	13. Rehearse technical aspects of a production and execute changes to the lighting set-up according to production requirements 14. Modify cue sheets and update pre-programmed automated systems according to final shooting requirements 15. In consultation with relevant production personnel, amend lighting effects to take account of limitations imposed by the type of camera or other aspects of productions 16. Check that required changes to lighting operations are implemented and that relevant documentation is completed prior to actual production 17. Ensure appropriate supervision is arranged to maintain continuity of lighting throughout the production period
Monitor lighting operations during productions	18. Check operational aspects of lighting equipment and lighting set-up to ensure they are correctly prepared for productions 19. Ensure placement of lighting equipment and accessories is mapped and connections to correct power sources and consoles are implemented and recorded 20. Maintain lighting conditions throughout filming to ensure that image and light quality meet the stylistic effect required 21. Identify and rectify basic problems and faults using appropriate test equipment and according to enterprise and OHS procedures 22. Ensure that technical quality is consistent with editing and post-production requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: work collaboratively with other production staff to devise lighting effects that meet production requirements convey changes to production staff in an effective and efficient manner modify production documentation as required, e.g. lighting plan, cues interpret script requirements in both creative and technical contexts initiative and flexibility in the context of: generating a range of options for implementing lighting designs employing a range of techniques to create lighting effects adapting to changes in lighting requirements during rehearsals and productions solving problems while under pressure with minimum disruption to work flows technical skills in the context of: implementing and adjusting lighting set-ups operating and interpreting information readouts from a colour temperature meter undertaking basic maintenance of lighting equipment accurately documenting the positions of luminaires/lanterns using light meters and different types of light-measuring devices numeracy skills sufficient to: complete simple mathematical calculations using a scale ruler measure and recalculate lighting cues memorise channel numbers on lighting boards
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in the film and television production industry impact of technology on production planning and operations Recommended Safety Code for Film and Television OHS legislation in the context of film and television production sound understanding of the creative and technical elements of productions general lighting terminology as it relates to a range of different lighting systems issues and challenges that arise in the context of implementing lighting designs basic elements of the lighting design process comprehensive knowledge of a range of: lighting equipment and accessories, e.g. lanterns, luminaires, shutters lighting systems and concepts, e.g. manual, computerised, DMX distribution, back-up systems used in conjunction with lighting control a sound understanding of the attributes of cameras and lenses used in film and television productions and their potential impact on lighting designs characteristics of a range of film, tape and digital capture formats, including: black and white/colour light sensitivity (speed and latitude) temperature requirements properties and behaviour of light and effects on film and television production, e.g.: absorption refraction reflection visible light waves division by wavelength into colours photographic principles, including: exposures and tonal relationships light sources sensitivity and balancing camera interpretation of colour colour correction techniques colour temperature and compensation factors affecting the selection of gels and filters and colour media the effect of different light sources, diffusion materials, filters and reflectors on the lighting environment, e.g. on performers and sets well-developed understanding of a range of techniques for creating lighting effects general knowledge of electricity and application of safe electrical work practices duty of care to colleagues and the general public, especially on location

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to implement lighting designs in ways that address both the creative and technical requirements of productions efficient set-up and testing of lighting options knowledge of lighting terminology effective teamwork skills knowledge and application of relevant OHS legislation application of knowledge about how lighting set-ups need to take account of camera types and capture media being used.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the implementation of a lighting design for a minimum of two productions involvement of and interaction with a production team to reflect the collaborative nature of the production process assessment over an extended period of time to assess the experimental aspects of this unit access to a range of locations, e.g. studio, theatre and outdoors access to production scripts/performance outlines on which designs can be based. access to a variety of production venues (e.g. indoor and outdoor) and a selection of industry-standard lighting equipment and cameras as identified in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of the lighting aspects of productions for which the candidate was responsible to determine whether design requirements have been met direct observation of the candidate during technical rehearsals or productions to determine their ability to work effectively as a member of a production team written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFLGT501A Conceive and develop lighting designs CUFLGT402A Set up, record and operate lighting cues and effects BSBCRT402A Collaborate in a creative process.

Range Statement

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.
Production personnel may include:	choreographer director director of photography gaffer lighting designer producer production manager senior lighting technician stage manager supervisor technical director other technical/specialist staff.
Productions may include:	animated productions commercials day documentaries EFP (electronic field production) ENG (electronic news gathering) feature films filmed events or performances in a studio live or pre-recorded television productions, e.g. music, drama, comedy, variety, sport multi-camera music video night on location - exterior on location - interior outside broadcast short films single-camera.
Lighting equipment may include:	architectural fixtures, e.g. wall lights cyclorama lights ellipsoidal profile floods fresnels outside broadcast equipment PAR (parabolic aluminised reflector) lamps PC (pebbled convex) lamps profile snoots studio and theatre-based equipment.
Lighting accessories may include:	animation discs cables, e.g. DMX colour frames colour scrollers computers cookies cut-outs filters flags flood mechanisms fresnel/PC barn doors gels gobo holders gobo rotators irises manually operated colour changers power sources profile shutters snoots spots.
Criteria may include:	availability of lighting equipment and accessories availability of lighting operators budget creative requirements pre-production timeframe type of production.
Equipment and accessories may include:	dimmers: analogue multiplex: analogue and digital single-unit, e.g. follow spot lighting consoles and peripherals, e.g.: monitors printers memory storage effects unit fader wings luminaires and lanterns, e.g.: fresnel profile HMI PAR (parabolic aluminised reflector) lamps plasma theatre-based units studio and location units special effects moving/digital moving lights intelligent/automated lighting production equipment, e.g.: tripods video stock microphones recording devices (e.g. audiotape recorder) headphones batteries lenses and filters cameras (see 'camera types' for examples) rigging accessories, e.g.: safety chains hook clamps boom arms spigots telescopic stands H-stands winch-up stands mobile booms T-bars scaffold clamps truss chain blocks/motors
Information readout may include:	colour temperatures exposures heat intensity.
Light quality may include:	colour quality direction dispersion filters intensity object pictorial lighting style pictorial quality sources temperature tonal differences and range type of surface.
Camera types may include:	Betacam Betacam SP digital Betacam digital DVC Pro DV Cam (4:3, 16:9) film cameras, e.g. Arricam ST, Bolex 16 HDTV mini DV.
Capture media may include:	disk DVD film videotape (digital).
Documentation may include:	accident reports building specifications, room layouts call sheet colour coding schedules colour lists, plots cue sheets and modifications to cue sheets equipment instructions equipment lists fault reports floor sheets focus notes lantern schedules lighting plan manufacturer specifications/manuals patch sheets power requirements production schedule running sheet script venue procedures.
Test equipment may include:	analogue or digital multimeters continuity tester DMX, cable tester test lamps.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - lighting

Co-requisite units

Co-requisite units

CUFLGT402A Set up, record and operate lighting cues and effects

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to set up a lighting control system, and to use the more complex functions of a console. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Experienced lighting technicians or operators in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. At this level, they are expected to be reasonably creative and innovative in their implementation of lighting schemas across a diverse range of productions. They must be able to exploit the full capabilities of contemporary lighting systems in ways that are consistent with the aesthetics envisaged for productions. Attention to detail in recording and reproducing lighting cues is also required. Even though people at this level work autonomously, they are members of a production team and need to work collaboratively with lighting designers and directors to achieve creative outcomes. They are often responsible for supervising junior lighting technicians. Skills associated with implementing lighting designs are covered in: CUFLGT401A Implement lighting designs.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Connect and format control system for productions	1. Correctly connect dimmers to control desk/console through appropriate control protocols and check to ensure designer's control channel requirements can be achieved 2. Make correct connection to peripheral accessories and control devices, including display, storage and printing equipment 3. Check system for nature of soft patch inherited from previous production and check against default or production soft patch or patch according to enterprise requirements 4. Integrate geographic, grouping, scaling and use of peripheral accessories into the patching process 5. Check dimmers to ensure that they are receiving data and are operating correctly in relationship to required production parameters 6. Complete set-up tasks according to OHS requirements and test control systems for overall functionality 7. Establish, connect and test remote controls for relevant production personnel
Plot and operate advanced cue types	8. Liaise with relevant production personnel to determine the nature of cue type required and use console appropriately to demonstrate capabilities 9. Make available the elements required for the cue type and correctly record 10. Demonstrate cue types to relevant production personnel in accordance with appropriate documentation and modify as required
Plot and operate effects	11. Liaise with relevant production personnel to discuss the types of effect required, and the capacity of the console to produce such effects 12. Correctly use the effects menu, providing demonstrations to colleagues as required 13. Correctly identify the steps needed to record a chosen effect and complete these in a logical sequence 14. Demonstrate effects to relevant production personnel, make appropriate modifications as required and rehearse with relevant items and personnel
Solve lighting problems during performance	15. Correctly and promptly identify lighting problems 16. Use knowledge of control desk/console features and functions to develop solutions to problems without disruption to performance 17. Assess the scope of the problem and make decisions for action within scope of individual responsibility

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
good communication and literacy skills in the context of: working as an effective team member briefing colleagues on lighting cues and effects interpret relevant documentation, e.g. lighting plans, cue sheets reading and understanding technical and operational manuals interpreting and writing performance documentation providing clear verbal and non-verbal cues during productions technical skills sufficient to: use advanced features and effects of a range of lighting systems plan for and use a variety of colour media in lighting implement back-up systems used in conjunction with lighting control organisational and self-management skills sufficient to: solve problems with lighting equipment during set-up and productions make decisions about lighting operations quickly and effectively in a pressure environment initiative and creativity in the context of contributing innovative ideas to lighting plots numeracy skills sufficient to complete simple mathematical calculations and recall numbers for channel selections
Required knowledge
basic elements of lighting design and their impact on the set-up of lighting control systems the advanced features and effects associated with different lighting systems features and operations (optical and mechanical) of the main types of lanterns, e.g.: profile fresnel pebble/convex moving lanterns flood PAR (parabolic aluminised reflector) lamps lantern accessories lighting control concepts used in various lighting systems operational parameters of: automated lighting colour scrollers animation discs gobo rotators other effects accessories dedicated controllers for moving lights and remotely controlled lighting effects DMX protocols basic understanding of electronics and electricity duty of care to colleagues and general public OHS legislation and regulations as they apply to film/television/theatre/performance productions

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to use the full range of console features to set up, record and operate lighting cues and effects knowledge of lighting control terms and dimmer control protocols, including those related to advanced features effective communication and problem solving skills collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the set-up, recording and operation of lighting cues and effects for more than one production involvement of and interaction with a production team to reflect the collaborative nature of the production process use of industry-standard equipment access to a production venue and a selection of lighting equipment identified in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of lighting effects produced by the candidate evaluation of reports produced by the candidate on the processes undertaken to produce lighting for a given set of requirements case studies projects to develop lighting for different types of productions verbal or written questioning to assess knowledge of equipment features.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFLGT302A Record and operate standard lighting cues.

Range Statement

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.
Dimmers may include:	analogue dimmers multiplexed analogue dimmers, single-unit (follow spot) dimmers, e.g. Model 1 or Monopak multiplexed digital dimmers, e.g. DMX512 MUX and DMUX units, e.g. analogue conversion small self-contained dimmable controllers, e.g. Fourpack, Quadpak.
Control desks/consoles may include:	controlled lighting effects manual/memory desks manually operated desks.
Peripheral accessories and control devices may include:	back-up units control cables desk lamp effects unit external memory storage lanterns, e.g.: theatre-based units, e.g. profiles, fresnels PAR (parabolic aluminised reflector) lamps architectural fixtures monitors printers riggers' controls special effects units, e.g.: smoke machines fog machines hazers ultraviolet lights chasers strobes mirror balls.
Productions may include:	animations documentaries feature films interactive media productions live concert performances, e.g.Â rock concerts, open-air concerts/events music videos stage productions, e.g. plays, musicals television productions, e.g. drama, sport, comedy.
Production parameters may include:	animation discs automated lighting colour scrollers dedicated controllers for moving lights and remotely controlled lighting effects fibre optic displays gobo rotators other accessories, e.g. mirror balls, architectural lighting.
Aspects of control systems to be tested may include:	correct functionality of: lighting board dimmer channels peripherals designer and riggers' controls DMX line/signal. correct selection of control protocols soft patch configuration.
Production personnel may include:	choreographer director director of photography gaffer lighting designer producer production manager senior lighting technician stage manager supervisor technical director other technical/specialist staff.
Cue types may include:	automatically linked fades chases conditional fades manual changes multiple simultaneous fades operator's visual cues.
Documentation may include:	cue sheets fault reports floor plans grid layouts lighting plans memorandums operational manuals scripts technical manuals.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - lighting

Co-requisite units

Co-requisite units

CUFLGT501A Conceive and develop lighting designs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop lighting designs for productions in the film, television and live performance industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Lighting designers apply the skills and knowledge described in this unit. They work closely with directors, directors of photography (DOPs), production designers, technical producers and costume designers to ensure that their lighting designs reflect the style and mood of productions. On major productions, lighting designers manage a team of lighting assistants/technicians, lighting console operators and electricians. As such, they have responsibility for all aspects of lighting operations, including safety. Skills associated with realising lighting designs for film and television productions are covered in: CUFLGT401A Implement lighting designs.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Interpret creative briefs	1. Analyse performance outlines/scripts to determine overall production concepts 2. Participate in preliminary concept meetings with relevant personnel to discuss lighting requirements 3. Identify factors that may determine and affect the lighting design 4. Prepare relevant documentation and brief team on lighting requirements as required
Conduct and evaluate research	5. Identify and source references that may inform the design process 6. Critically analyse sources and references in the context of design projects 7. Consider the impacts and potential of new and emerging technologies to inform the design 8. Collect, collate and adapt materials to develop initial design concepts
Generate and assess ideas	9. Generate a range of ideas for designs that respond sympathetically to briefs and provide creative solutions to technical issues 10. Discuss ideas and collaborate with relevant personnel to maximise their contribution of ideas to initial concepts 11. Continuously reflect on and appraise ideas for implications on cost and time, technical feasibility, and suitability to meet briefs 12. Provide strategic information to effect improvements in the management of production outcomes
Develop and document designs	13. Hold ongoing discussions with relevant personnel so that additional or changed requirements and new ideas are considered and incorporated during the development of designs 14. Ensure that agreement is reached with relevant personnel in relation to consistent artistic interpretation 15. Evaluate initial concepts and select the most appropriate approach, giving due consideration to budget, research findings and ongoing reflection/discussion 16. Use initial concepts as the basis for developing lighting designs, taking into account a range of criteria and factors 17. Accurately complete documentation according to production requirements and enterprise procedures 18. Ensure that lighting designs and plans can be achieved within budget constraints and production schedules 19. Ensure relevant OHS requirements are incorporated into the lighting design process
Communicate design ideas and make amendments	20. Present draft lighting plans and specifications to relevant personnel in an appropriate format 21. Participate in the initial and ongoing evaluation of draft designs 22. Negotiate and agree to modifications to designs and undertake necessary amendments 23. Agree to final designs and produce accurate and comprehensive documentation to support implementation 24. Present final designs, plans and specifications to relevant personnel and confirm that all production requirements have been met

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: interact effectively with people with diverse interests and needs seek input and feedback from team members on lighting design concepts conduct effective negotiations with a wide range of production personnel initiative and enterprise in the context of generating a range of creative responses to lighting design briefs well-developed planning and organisational skills in the context of: ensuring that the design process is fully integrated in the production scheduling process undertaking research in relation to production design, including creative interpretation and adaptation ability to address and solve problems and challenges in a timely and collaborative manner self-management skills sufficient to: work under pressure provide appropriate and timely records and documentation meet production deadlines literacy skills sufficient to: interpret written instructions, e.g. script requirements document lighting plans and specifications numeracy skills sufficient to interpret budgets and cost estimates
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in the relevant industry sector impact of technology on production planning and operations sound understanding of the creative and technical elements of productions and phases in the production process issues and challenges that arise in the context of developing lighting designs role of lighting design within the overall artistic direction of a production role of the lighting designer, how this may differ depending upon the production, and relationships with other designers and production personnel relationship between different design elements (costume, sets, lighting, props, sound) copyright, moral rights and intellectual property legislation in relation to ethical standards and protocols for designers working in the film, television and performance industries the formal principles and elements of design and their relevance to lighting design principles and techniques of design and script break-down sources and availability of lighting materials and equipment formats for documenting lighting design current and emerging technologies available to lighting designers construction methods/implementation issues associated with the realisation of lighting designs detailed knowledge of lighting and lighting equipment, including: complementary nature of light mechanics of vision relative perceptions of light and dark principles of reflection and refraction how these principles are used by manufacturers of lighting equipment ways that different lighting filters are manufactured and how this affects their performance duty of care to colleagues and general public OHS legislation and regulations as they apply to all production areas

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: effective communication, negotiation and project management skills to facilitate the design process the development of creative lighting designs and plans that meet the artistic requirements of productions and address practical production requirements and constraints research skills, including interpretation and adaptation of design concepts collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the development of lighting designs for a minimum of two productions involvement of and interaction with a production team to reflect the collaborative nature of the design process assessment over an extended period of time to reflect the nature of the design process and to assess the experimental aspects of this unit access to performance outlines/scripts on which designs can be based access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of lighting designs produced by the candidate and their quality in terms of meeting creative briefs evaluation of the lighting aspects of a production for which the candidate has been responsible case studies to assess ability to develop designs for different types of productions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process BSBCRT501A Originate and develop concepts CUFLGT401A Implement lighting designs.

Range Statement

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.
Productions may include:	animations electronic field productions, e.g. news, conferences events film, e.g. feature, documentary live performances, e.g. stage plays, musicals music videos outside broadcasts television programs, e.g. studio drama.
Relevant personnel may include:	camera operators clients directors directors of photography (DOP) gaffer lighting technicians and operators make-up supervisors other specialist staff, e.g. special effects (SFX) producers production designers senior camera personnel set designers technical directors wardrobe supervisors.
Lighting requirements may include:	aesthetics cables, e.g. DMX computers dimmers, e.g.: analogue multiplex analogue and digital single-unit, e.g. follow spot filters gels indoor lighting consoles and peripherals, e.g.: monitors printers memory storage effects unit fader wings luminaires and lanterns, e.g.: fresnel profile HMI plasma theatre-based units studio and location units special effects moving lights digital moving lights (intelligent lights) outdoor period requirements power sources production style rigging accessories.
Factors may include:	available expertise available resources (human, financial, physical) available technology budget director's approach/instructions level of assistance available during implementation and construction needs of other production areas regulations space/venue specifications or restrictions style/period/nature/scale of production timelines.
Documentation may include:	building specifications, room layouts colour lists, plots equipment lists floor sheets focus notes lighting plans (computer or manually generated) lighting specifications mock-ups power requirements production schedule samples script venue procedures.
References may include:	collages digital images film, video, internet historical information models musical scores paintings and illustrations photographs reference books/journals/texts scripts (adapted or original) sketches technical drawings.
New and emerging technologies may include:	digital moving lights (intelligent lights) light emitting diodes (LED) organic light emitting diodes (OLED) zoom profile spotlights.
Criteria and factors may include:	consistency with the style requirements of the script/production effective use of materials features of cameras and lenses research findings resource constraints technical feasibility.
OHS requirements may include:	Commonwealth and state or territory OHS regulations enterprise safety codes and practices relevant local government legislation and regulation relevant national and international standards, guidelines and codes of practice.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - lighting

Co-requisite units

Co-requisite units

CUFMUP401A Design, apply and remove make-up

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design, apply and remove standard make-up for productions in the screen, media and entertainment industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Make-up artists apply the skills and knowledge described in this unit, which covers the design, application and removal of standard make-up for performers and/or talent appearing in films, television shows or photographic shoots. Creativity is the key to being a successful make-up artist, along with the ability to design make-up that meets production requirements and brings out, or builds on, the subject's best features. Good communication skills are also essential, since make-up artists need to create a work environment where performers and/or talent feel at ease. Depending on the nature of the job, a make-up artist can work alone, as an assistant to a more senior colleague or as part of a make-up design team. Employment is usually on a contract basis and hairstyling skills are often required. More complex skills associated with the application of period, specialised and special effects make-up are covered in: CUFMUP501A Design and apply specialised make-up CUFMUP502A Design and apply special make-up effects.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Design make-up	1. In consultation with relevant personnel and with reference to production documentation, confirm make-up requirements for performers and/or talent 2. Generate a range of ideas for make-up designs that provide creative solutions to production requirements 3. Identify factors that may have an impact on make-up designs for productions, including special requirements for performers/talent 4. Prepare costings for make-up products and equipment and seek approval for expenditure as required 5. Prepare make-up plans after reaching agreement about make-up designs with relevant personnel 6. Ensure make-up products and equipment are available according to production schedules
Prepare to apply make-up	7. Lay out work area to ensure quick and efficient application of make-up 8. Use and care for make-up products and equipment according to manufacturer recommendations 9. Dress performer/talent with required protective covering to protect hair and clothes 10. Use suitable cleansing product to cleanse performer's face 11. Implement health and hygiene requirements during preparation of make-up and cleansing procedure
Apply and maintain make-up	12. Ensure performer's comfort is maintained during make-up application and they are protected from hazards 13. Apply products in sequence with appropriate applicators according to the make-up plan and health and hygiene requirements 14. While applying make-up, explain procedures and products to performers/talent as required 15. Check that the final effect meets production requirements 16. Identify and implement health and hygiene requirements during preparation, application and maintenance of make-up 17. Make required adjustments quickly and accurately at appropriate times during productions
Remove make-up	18. Explain make-up removal procedures to performers/talent 19. Remove make-up using appropriate cleansing products 20. Ensure that performers' comfort is maintained during make-up removal and that they are protected from hazards 21. Wash, disinfect or discard make-up equipment, as appropriate 22. Clean and leave work areas in the original or an improved condition

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: deal with performers/talent tactfully and respectfully discuss with performers/talent their preferences and sensitivities regarding skin care consult with production personnel about make-up issues to ensure creative and technical production requirements are met inform performers/talent of the procedures for applying, touching up and removing make-up relate to people from diverse backgrounds and people with diverse abilities interpret a range of workplace documentation prepare and update make-up plans initiative, enterprise and creativity in the context of: creating and refining make-up design concepts adjusting make-up requirements as required problem solving skills in the context of recognising and responding appropriately to general and local contra-indications, including those that indicate referral to an appropriateprofessional planning and organising skills sufficient to: use time effectively to control product waste meet deadlines select and acquire make-up products and equipment to meet production requirements technical skills sufficient to use the internet for research numeracy skills sufficient to: budget in relation to design concepts and make-up requirements estimate the quantity of products required estimate the time required to apply make-up self-management skills sufficient to: work under pressure follow manufacturer specifications and enterprise policies and procedures
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in productions in the relevant industry sector issues and challenges that arise in the context of providing make-up services well-developed understanding of the interrelationship between face and body shapes and the elements and principles of make-up application well-developed understanding of the following: effects of natural/artificial lighting on make-up colour design principles colour wheel, primary, secondary, complementary colours, grey scale tonal value tone, value, hue and shade knowledge of cosmetic chemistry/ingredients in relevant make-up products particularly in regard to their likely effects on the skin techniques for determining the physical appearance of: various skin types normal skin abnormal skin minor skin blemishes awareness of the effect of changes created by specific make-up products and colour application techniques awareness of the effect of changes created by lighting and how make-up colours appear on the screen OHS requirements as they apply to applying make-up

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of make-up plans that demonstrate an ability to: identify and deal with requirements of performers/talent select appropriate products and application techniques incorporate colour design principles into make-up designs take production environment into account when designing make-up meet production requirements consistent application of local health and hygiene requirements/regulations in relation to make-up services consistent application of OHS practices in regard to the provision of make-up services correct make-up product application and removal techniques collaborative approach to work ability to communicate effectively with performers/talent in relation to make-up application.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through a range of make-up design and application tasks for at least three productions access to a range make-up products and equipment as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of make-up plans prepared by the candidate to determine whether production requirements have been met and correct procedures and make-up products have been identified observation of the candidate applying make-up in a production context written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBOHS407A Monitor a safe workplace CUFMUP402A Maintain make-up and hair continuity CUFMUP403A Style hair for a performance or production.

Range Statement

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.
Relevant personnel may include:	continuity personnel costume designer and wardrobe personnel designer director director of photography floor manager hairdresser lighting designer and lighting personnel make-up supervisor/other make-up personnel performers/talent producer production manager special effects make-up designer and maker technical director other technical/specialist staff.
Production documentation may include:	call sheets costume break-down lists costume plots make-up plan manufacturer guidelines product labels production schedule running sheets script stock orders.
Production requirements may include:	camera angles/shots, e.g.: extreme close-up close-up mid shot long shot wide shot high-angle eye-level shot low-angle health and hygiene requirements lighting effects production schedule specifications from designers and directors venue requirements other technical considerations.
Factors may include:	availability of personnel availability of resources available budget locations, e.g.: studio interior exterior outside broadcast day night sound stage production schedule production values production/program style public profile of performer/talent timelines.
Productions may include:	commercials documentaries feature films filmed events or performances live or pre-recorded television productions live performances music video short films television productions theatrical productions.
Special requirements may include:	contagious skin disorders, e.g.: bacterial infections viral infections fungal infections contra-indications/precautions, e.g.: contagious and non-contagious sunburn trauma bruises cosmetic and general surgery other visible non-normal skin duration of the make-up application duration of the performance non-contagious conditions, e.g.: acne dermatitis eczema allergies performers' histories removal of body or facial hair skin type/condition, e.g.: normal dry combination sensitive mature pigmented colour and tone wearing of contact lenses.
Make-up products may include:	blushes cleansers concealers eyeshadows (matte/frosted) fixative foundation (liquid/solid) lipsticks/lip glosses mascaras (powder, liquid, wand or block) moisturisers pencils powders pre make-up products and stabilisers protective gels and creams sunscreen toners.
Make-up plan may include:	areas requiring correction/camouflage colour design context, e.g.: single appearance location dramatic considerations lighting camera angles/shots continuity issues face shape highlighting/shading techniques known allergies location, e.g.: interior exterior studio make-up products and equipment product application procedures testing arrangements.
Health and hygiene requirements may include:	commonwealth, state and territory OHS regulations regulations in the cosmetic environment, e.g.: sterilisation and sanitation procedures storage and handling of hazardous substances protective clothing and substances in the workplace.
Make-up equipment may include:	airbrushes artificial lashes containers cotton buds hairclips and bands lash curlers magnifying mirror make-up box make-up remover pads moist towelettes pallets or tiles pencil sharpener powder puffs protective bibs and smocks spatulas sponges, brushes, applicators tissues towels trays tweezers.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - make-up

Co-requisite units

Co-requisite units

CUFMUP402A Maintain make-up and hair continuity

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to provide continuity services for make-up and hair in the screen, media and entertainment industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Maintaining make-up and hair continuity during productions involves ensuring consistency of the appearance of performers' make-up and hair from one take to the next. Continuity is essential to ensure smooth transitions between shots and/or scenes, thus facilitating post-production editing. The process of continuity involves tracking details of each shooting session, knowing that many scenes are shot out of sequence. Accuracy in continuity is crucial in preventing costly retakes or revisions after the production phase has been completed. Maintaining hair and make-up continuity is usually the responsibility of make-up artists who work closely with continuity or script supervisors. The role of these people is to maintain continuity across all areas of productions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for hair/make-up continuity	1. Analyse and break down script to determine issues affecting hair/make-up continuity for scenes that need to be shot 2. Prepare relevant hair/make-up continuity documentation to ensure basic continuity information is available for each scene 3. Confirm hair/make-up requirements with relevant personnel to ensure production requirements are met
Maintain hair/make-up continuity during productions	4. Check performers' hair/make-up at the commencement of takes to accurately reproduce the appearance at the end of previous sequential takes 5. Ensure that appropriate continuity photographs and notes are taken throughout shoots and filed for reference purposes 6. Have materials for maintaining make-up and hair on hand at all times 7. Recognise possible scripted and unscripted occurrences that might impact on performers' hair/make-up and take appropriate action 8. Make required adjustments to make-up/hair quickly and accurately at appropriate times during productions 9. Follow and update hair/make-up continuity documentation throughout productions 10. Complete and maintain accurate records of hair/make-up continuity details for performers 11. Ensure relevant personnel have access to continuity records as required 12. Undertake continuity activity with regard to the needs of others on set
Maintain communications during shoot	13. Advise relevant personnel of changes to make-up, hair and appearance 14. Advise crew and cast of approved changes to hair/ make-up continuity as required 15. Advise relevant personnel of hair/make-up continuity issues according to workplace procedures and production requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: work effectively as a team member advising on make-up and/or hair continuity issues deal with conflict situations that arise on set with regard to make-up/hair continuity issues interpret scripts and production schedules complete continuity documentation self-management skills sufficient to: work under pressure and to deadlines make required adjustments to make-up and/or hair quickly and accurately during production analytical and planning skills sufficient to: record hair/make-up continuity details for performers contribute to the planning of shooting schedules accurately assess continuity of performers' make-up/hair throughout productions initiative and enterprise in the context of anticipating and addressing problems that arise on set with regard to make-up/hair continuity technical skills sufficient to: use a digital stills camera to take continuity photographs use standard word processing, database and spreadsheet applications in the context of maintaining continuity documentation. numeracy skills sufficient to calculate make-up/hair resources required to meet production shooting schedule
Required knowledge
protocols as they relate to production operations continuity conventions, including: direction/line of action crossing the line eyeline types of shots angles position of camera position of performer script changes visualisation and interpretation of creative and technical concepts - sufficient to be able to coordinate all aspects of make-up/hair continuity industry knowledge, including: structure of the film and television industries roles and responsibilities of production personnel film language and terminology administrative procedures and documentation associated with running a production duty of care to colleagues and general public OHSlegislation and regulations as they apply to providing make-up and hair services

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to maintain continuity of performers' make-up and hair during productions accurate documentation of hair/make-up continuity information ability to work under pressure collaborative approach to work attention to detail.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through maintaining make-up/hair continuity for at least two productions access to scripts for analysis access to a range of hair/make-up products and equipment access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of hair/make-up continuity documentation prepared by the candidate to determine whether production requirements have been met and correct procedures and products have been identified observation of the candidate on set maintaining make-up/hair continuity written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit and to evaluate the processes used in achieving hair/make-up continuity.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFMUP401A Design, apply and remove make-up CUFMUP403A Style hair for performances or productions CUFMUP501A Design and apply specialised make-up CUFMUP502A Design and apply special make-up effects.

Range Statement

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.
Issues affecting hair/make-up continuity may include:	logic of action resources - human and materials screen direction, e.g. crossing the line shooting schedule shooting location, e.g.: studio on location - interior on location - exterior outside broadcast sound stage story-line viewer experience/feedback weather conditions.
Hair/make-up continuity documentation may be:	computer generated continuity reports, checklists digital images make-up and hair break-down lists make-up and hair plan manually written memos of instruction photos production schedules running sheets scripts video.
Relevant personnel may include:	director director of photography floor manager head of department make-up and hair designer make-up department personnel make-up production staff make-up supervisor/manager performer producer production designer supervisor technical director other technical/specialist staff.
Production requirements for make-up may include:	action sequences health and hygiene requirements lighting effects performers' requirements production schedule resource constraints specifications from designers and directors venue requirements.
Productions may include:	commercials documentaries feature films live or pre-recorded television productions live performance music video short films television productions, e.g. music, drama, comedy, variety, sport theatre/play.
Continuity activity may include:	recording details of photographs manually or electronically taking photographs viewing photographs and recreating hair/make-up effects.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - make-up

Co-requisite units

Co-requisite units

CUFMUP403A Style hair for performances or productions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to provide a range of current and period hair styles for productions in the film, television and live entertainment industries. The unit is broadly based on but not equivalent to WRH12A Dress (style) hair from the Hairdressing Training Package and reflects a level of skills appropriate to entertainment and media contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Hair stylists and/or make-up artists apply the skills and knowledge described in this unit. They use a range of cutting, temporary colouring, setting and dressing methods to produce current and period hairstyles for performers. Good communication skills are essential, since hair stylists need to create a work environment where performers feel at ease. Depending on the nature of the job, a hair stylist can work alone, as an assistant to a more senior colleague or as part of a make-up/hair design team. Employment is usually on a contract basis and make-up skills are often required.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify hairdressing requirements	1. In consultation with relevant personnel identify factors that have an impact on how hair will be styled to meet production requirements 2. Use appropriate research techniques to identify and source reference materials to clarify aspects of specific hairdressing assignments 3. Generate a range of ideas for hair designs that take account of all factors and background research 4. Organise and maintain currency of reference materials, documentation and findings, for use by relevant personnel 5. Prepare hair designs in an appropriate format and discuss with relevant personnel 6. Refine designs to incorporate feedback as required
Prepare for hairdressing assignments	7. Ensure styling aids and hairdressing tools are available according to production schedules 8. Determine variables of working environment and adjust planned procedures as required 9. Establish specific requirements of performers by physical and visual examination 10. Explain hairdressing procedures to performers and respond appropriately to their questions
Create hair designs	11. Select styling aids and tools and techniques appropriate to required hairstyles 12. Test performers' skin for potential adverse reactions and take immediate and appropriate action if required 13. Ensure performers' comfort and safety during process 14. Produce hair designs according to production requirements, including accurate creation of period hairstyles and application of design elements 15. Confirm with relevant personnel that hair designs meet production requirements and adjust styles as required 16. Make required adjustments to performers' hair quickly and accurately at appropriate times during productions 17. Re-create the same designs for performers on consecutive occasions as required 18. Document hair designs for future performances and continuity purposes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: work effectively as a team member advising on hair designs negotiate with others to resolve hair styling issues consult with performers and analyse performers' characteristics/needs and pre-plan hair designs relate to people from diverse backgrounds document hair design details for performers complete workplace documentation, e.g. continuity diary initiative and flexibility in the context of: contributing creative ideas to hair designs making adjustments to hairstyles quickly and accurately during productions self-management skills sufficient to: work under pressure and to deadlines seek expert advice as required problem solving skills sufficient to plan and apply hair designs to compensate for particular face shapes or characteristics analytical and planning skills sufficient to analyse production documentation to plan hairdressing activities numeracy skills sufficient to calculate time to complete hair designs to meet production schedules technical skills sufficient to use a range of tools and styling aids to create current and period hair designs
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in productions in the relevant industry sector codes of practice relating to the provision of hairdressing services issues and challenges that arise in the context of providing hairdressing services the provisions of health and hygiene regulations/requirements the provisions of OHS regulations with regard to the provision of hairdressing services theatre salon policies and procedures in regard to the production of a range of current and period hairstyles and finishes for a performance hairstyles, shape and design from current era to historical periods elements and principles of hair design knowledge of face and body shapes and their relationship to the elements and principles of hair design effects of humidity on set hair balancing hair length and volume basic knowledge of hair colour, in particular with regard to the appearance of hair colour under lights and its relation to skin tone advantages and disadvantages of different hairstyling products awareness of characters in productions and how to interpret hair needs to enhance characterisation

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: creation of current and period hair designs that demonstrate an ability to: meet production requirements take into account characteristics of performers' hair that may affect the desired style of productions select appropriate products and application techniques perform services within defined timelines re-create the same designs for a performer on consecutive occasions consistent application of local health and hygiene requirements/regulations in relation to hairstyling services consistent application of OHS practices in regard to the provision of hair services collaborative approach to work attention to detail ability to communicate effectively with performers while providing hair services.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through a range of hair design and styling tasks for at least two productions access to a range of hair products, styling aids and tools as listed in the range statement access to productions requiring a range of current and period styles and finishes access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of hair designs prepared by the candidate to determine whether production requirements have been met, correct procedures followed and appropriate hair products used observation of the candidate styling hair in a production context written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFMUP402A Maintain make-up and hair continuity CUFMUP404A Style wigs and hairpiecesfor performances or productions.

Range Statement

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.
Relevant personnel may include:	continuity personnel costume designers costume production staff director director of photography floor manager lighting and camera personnel performers production manager supervisor technical director wardrobe department personnel wardrobe supervisors/managers other technical/specialist staff.
Factors may include:	accessories action sequences or performers' movements during productions age and gender of performers availability of personnel availability of resources cultural cut/style required dressing techniques historical locations, e.g.: studio interior/exterior outside broadcast day/night weather soundstage period hairstyles physical characteristics of performers, e.g.: hair type skin type face and head shape hair length hair growth patterns production schedule production values/style/genre public profile of performers temporary colouring timelines trims.
Productions may include:	commercials documentaries feature films filmed events or performance or productions live events/entertainment/performance or production live or pre-recorded television productions music video short films stage performance or productions television productions, e.g. music, drama, comedy, variety, sport.
Research techniques may include:	contacting historical or other specialist associations reading newspapers, books and other references talking and listening to experts using the internet watching documentary films and videos.
Reference materials may include:	films history books journals paintings and illustrations of the period photographs production documentation, e.g.: scripts costume designs make-up designs hair designs specialist services available for make-up and hair texts the internet videos writings of the period.
Organisation of reference materials may include the use of:	computer database library manual files.
Format may include:	collage coloured design illustrations digital images models sketches.
Styling aids could include:	gels glazes long and short hairstyles mousses ornaments and hairpieces setting lotions waxes and sprays.
Variables of working environment may include:	characteristics of specific performers, e.g.: social cultural religious ethnic physical and mental abilities performers with different hair types salon/theatre policies and procedures in regard to the production of a range of hairstyles and finishes for performances salons, theatres or site locations styles and effects of different historical times and cultures.
Tools and techniques may include:	blow drying blow waving brushes combs moulding pin-curling roller placements use of hair dryers use of heat diffusers water waving other techniques that achieve desired looks.
Design elements may include:	colour direction line movement shape size texture.
Adjustments may be required due to:	adverse skin and scalp reactions different shooting conditions.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - make-up

Co-requisite units

Co-requisite units

CUFMUP404A Style wigs and hairpieces for performances or productions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to style wigs and hairpieces for productions in the film, television and live entertainment industries. The unit is broadly based on but not equivalent to WRH07A Apply and maintain wigs and hairpieces from the Hairdressing Training Package and reflects a level of skills appropriate to entertainment and media contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Hair stylists and/or make-up artists apply the skills and knowledge described in this unit. They use a range of cutting, temporary colouring, setting and dressing methods to produce the required appearance of wigs and hairpieces for performers. They are also responsible for the maintenance of wigs and hairpieces. Good communication skills are essential, since hair stylists need to create a work environment where performers feel at ease when wigs and hairpieces are fitted. Depending on the nature of the job, a hair stylist can work alone, as an assistant to a more senior colleague or as part of a make-up/hair design team. Employment is usually on a contract basis and make-up skills are often required.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for styling wigs and hairpieces	1. Confirm hairstyle design elements and production requirements with relevant personnel 2. Select wigs and hairpieces according to hairstyle design and performers' measurements 3. Clean and condition wigs and hairpieces taking into account stitching, knotting and fibre type
Cut wigs and hairpieces	4. Apply hairpieces to scalp area and trim to blend with existing natural hair 5. Apply wigs to performers and adjust to ensure a comfortable fit 6. Apply hair cutting techniques to achieve the required wig appearance 7. Cut switches and postiche as required to blend with required appearance
Apply design finishes to wigs and hairpieces	8. Select styling aids and tools and techniques appropriate to required hairstyles 9. Use hairstyle design elements to produce hairstyles according to production requirements 10. Confirm with relevant personnel that hair designs meet production requirements and adjust styles as required 11. Attach wigs and hairpieces to performers' heads or place on head blocks for fitting at a later time 12. Document hair designs for future performances and continuity purposes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: work effectively as a team member negotiate with others to resolve styling issues for wigs and hairpieces relate to people from diverse backgrounds complete workplace documentation, e.g. continuity diary document details of styles for wigs and hairpieces initiative and flexibility in the context of contributing creative ideas to hair designs self-management skills sufficient to: work under pressure and to deadlines seek expert advice as required planning and organising skills sufficient to: select and apply wig cleaning and styling products, tools and techniques finalise designs to meet production requirements analyse production documentation to plan styling of wigs and hairpieces problem solving skills sufficient to plan and apply hair designs to compensate for particular face shapes or characteristics numeracy skills sufficient to calculate time to complete hair designs to meet production schedules technical skills sufficient to use a range of tools and styling aids to style and maintain wigs and hairpieces
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in productions in the relevant industry sector codes of practice relating to the provision of hairdressing services issues and challenges that arise in the context of providing hairdressing services the provisions of health and hygiene regulations/requirements the provisions of OHS regulations with regard to the provision of hairdressing services knowledge of face and body shapes and their relationship to the elements and principles of hair design effects and use of various design tools and techniques on curl shape, wave movements, hair volume, hair texture and style elements and principles of hair design effects of humidity on set hair balancing hair length and volume characteristics of human and synthetic hair types techniques for: sorting and mixing hair hackling applying base materials stitching and knotting fixing wigs and hairpieces maintenance and storage requirements for wigs and hairpieces basic knowledge of hair colour, in particular with regard to the appearance of hair colour under lights and its relation to skin tone potential skin reactions from fixing wigs and hairpieces to people advantages and disadvantages of different hairstyling products awareness of characters in productions and how to interpret hair needs to enhance characterisation

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: finished designs of wigs and hairpieces that meet creative production requirements ability to work to deadlines consistent application of local health and hygiene requirements/regulations in relation to hairstyling services consistent application of OHS practices in regard to the provision of hair services collaborative approach to work attention to detail ability to communicate effectively with performers while providing hairdressing services.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of styling wigs and hairpieces across a range of hair design and application tasks for at least two productions access to a range of wigs, hairpieces, hair products, styling aids and tools as listed in the range statement access to productions requiring wigs and hairpieces access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate styling wigs and hairpieces in a production context evaluation of hairstyles prepared by the candidate to determine whether production requirements have been met, correct procedures followed and appropriate hair products applied written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFMUP402A Maintain make-up and hair continuity CUFMUP403A Style hair for performances or productions WRHHD408A Make wigs and hairpieces.

Range Statement

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.
Hairstyle design elements may include:	cut direction line movement setting shape size styling techniques temporary colouring texture.
Production requirements may include:	health and hygiene requirements lighting effects performer's skin production schedule resource constraints shooting conditions specifications from designers and directors.
Relevant personnel may include:	continuity personnel costume designer and wardrobe personnel designer director director of photography floor manager lighting personnel make-up/hair supervisor other make-up/hair personnel performer producer production manager special make-up effects personnel technical director other technical/specialist staff.
Wigs and hairpieces may include:	artificial beards and moustaches button frangia, e.g.: long short full head wigs hair of any length or type natural or artificial colours pastiche, e.g.: square round heart fantasy shape switch hairpieces (one, two or three stem) toupees wiglet (variety of base shapes).
Stitching, knotting and fibre type may include:	animal hair hand knotting human hair, e.g.: European Asian Euro-Asian machine stitching synthetic fibre.
Styling aids may include:	gels glazes mousses setting lotions sprays waxes.
Tools and techniques may include:	blow drying blow waving brushes combs and other techniques that achieve desired looks moulding pin-curling roller placements use of hair dryers use of heat diffusers water waving.
Productions may include:	commercials documentaries feature films filmed events or performances music video short films television productions.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - make-up

Co-requisite units

Co-requisite units

CUFMUP501A Design and apply specialised make-up

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to provide specialised make-up services for productions in the screen, media and entertainment industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Senior make-up artists/designers apply the skills and knowledge described in this unit. Creative use of make-up enhances the ability of actors to portray characters. Thorough background research is required to ensure that characters are accurately represented. Depending on the nature of the job, a specialist make-up artist/designer can work alone, or, on large-scale productions, they could be responsible for supervising other make-up artists. Employment is usually on a contract basis and hairstyling skills are also required. Skills associated with special make-up effects are covered in: CUFMUP502A Design and apply special make-up effects CUFMUP504A Create prosthetics for special make-up effects.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	CUFMUP401A Design, apply and remove make-up

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Interpret creative briefs	1. Analyse production documentation to determine overall production requirements 2. Participate in preliminary concept meetings to discuss specialised make-up requirements 3. Identify factors that may affect the design and application of specialised make-up, including special requirements for performers
Conduct and evaluate research	4. Use appropriate research techniques to identify and source reference materials to clarify aspects of specific make-up design projects 5. Organise and maintain currency of reference materials, documentation and findings, for use by relevant personnel 6. Critically analyse sources and references in the context of specific specialised make-up design projects 7. Use research findings to develop initial design concepts
Generate and assess ideas	8. Evaluate initial design concepts in consultation with relevant personnel 9. Generate a range of ideas for the specialised make-up design that demonstrate sympathetic response to the brief and provide creative solutions to design issues 10. Discuss ideas and collaborate, as required, with relevant personnel to maximise their contribution to the design process 11. Continuously reflect on and appraise creative ideas and solutions in the context of production constraints
Develop and document make-up designs	12. Maintain an accessible recording system so that research materials are readily available to others 13. Hold ongoing discussions with relevant personnel to ensure additional or changed production requirements are incorporated into make-up designs 14. Ensure that agreement is reached with relevant personnel on a consistent interpretation of character, period and style 15. Evaluate initial concepts and select the most appropriate ideas, taking into account production constraints 16. Develop specialised make-up designs and present them for discussion to relevant personnel 17. Prepare specialised make-up plans in an appropriate format and distribute copies to relevant personnel as required
Provide specialised make-up services	18. Ensure make-up products and make-up equipment are available according to production schedules 19. Apply specialised make-up according to make-up plans, ensuring that performers' comfort is maintained throughout the process 20. Explain procedures and products to performers as required when applying and removing make-up 21. Ensure that make-up application and removal processes comply with health and hygiene requirements at all times 22. Check that the final effect meets production requirements 23. Make required adjustments quickly and accurately at appropriate times during productions 24. Ensure that work area is left in the original or improved condition 25. Complete workplace documentation as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: consult with senior creative personnel regarding specialised make-up design concepts negotiate solutions to conflicts that arise in relation to the provision of make-up services deal with performers tactfully and respectfully relate to people from diverse backgrounds and people with diverse abilities discuss with performers their preferences and sensitivities regarding skin care consult with production personnel about make-up issues to ensure creative and technical production requirements are met inform performers of the procedures for applying, touching up and removing make-up interpret and maintain a range of workplace documentation prepare and update specialised make-up plans initiative, enterprise and creativity in the context of: creating and refining specialised make-up design concepts thinking laterally when developing concepts undertaking background research to inform the design process maintaining design integrity devising the most effective way of using make-up to enhance characterisation problem solving skills in the context of recognising and responding appropriately to general and local contra-indications, including those that indicate referral to an appropriate professional planning and organising skills sufficient to: use time effectively control product waste meet deadlines select and acquire make-up products and equipment to meet production requirements systematically organise research materials technical skills sufficient to: use the internet for research use standard word processing packages access and use databases to record research findings numeracy skills sufficient to: budget in relation to design concepts and make-up requirements estimate the quantity and cost of products required estimate the time required to apply make-up estimate the number of make-up personnel required self-management skills sufficient to: work under pressure follow manufacturer specifications and enterprise policies and procedures
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in productions in the relevant industry sector issues and challenges that arise in the context of providing make-up services well-developed understanding of the interrelationship between face and body shapes and the elements and principles of make-up application basic understanding of anatomy and physiology of the skin and skin structures as it relates to make-up services, including a simplified cross-section of skin basic understanding of body systems and how they relate to face and body shapes and skin, muscles and nerves: skeletal and muscular nervous system and its relationship to skin function well-developed understanding of the following in regard to make-up services: effects of natural/artificial lighting on make-up colour design principles colour wheel, primary, secondary, complementary colours, grey scale tonal value differences between tone, value, hue and shade knowledge of cosmetic chemistry/ingredients in relevant make-up products particularly in regard to their likely effects on the skin awareness of the effect of changes created by specific make-up products and colour application technique awareness of the effect of changes created by lighting and how make-up colours appear on screen techniques for determining the physical appearance of: various skin types normal skin abnormal skin minor skin blemishes understanding of colour physics and its application in make-up application OHS requirements as they apply to design and application of make-up

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documented specialised make-up designs that demonstrate an ability to: use make-up to enhance characterisation select appropriate products and application techniques incorporate colour design principles into make-up designs take production environment into account when designing make-up meet production requirements consistent application of local health and hygiene requirements/regulations in relation to make-up services consistent application of OHS practices in regard to the provision of make-up services correct make-up product application and removal techniques attention to detail collaborative approach to work ability to communicate effectively with performers/talent in relation to make-up application.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through a range of make-up design and application tasks for at least two productions access to a range of make-up products and equipment as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of make-up plans prepared by the candidate to determine whether production requirements have been met and correct procedures and make-up products have been identified observation of the candidate applying make-up in a production context written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit and to evaluate the processes used in developing and realising creative concepts.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBOHS407A Monitor a safe workplace CUFMUP502A Design and apply special make-up effects. CUFMUP503A Create prosthetics for special make-up effects.

Range Statement

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.
Production documentation may include:	budgets call sheets copyright of body paint designs costume break-down lists costume designs costume plots make-up plans manufacturer guidelines product labels production schedules research documents running sheets scripts stock orders synopsis break-down of characters.
Production requirements may include:	camera angles/shots, e.g.: extreme close-up close-up mid shot long shot wide shot high-angle eye-level shot low-angle health and hygiene requirements lighting effects production schedule specifications from designers and directors venue requirements other technical considerations.
Specialised make-up may include:	period make-up for any historical period, modern or ancient specialised make-up, e.g.: body painting tattoos racial characteristics ageing techniques by using: make-up creams stipple latex and spirit gum foam pieces fitting and application of make-up to bald caps removal and storage of bald caps.
Factors may include:	available personnel budget deadlines/timeline dramatic characters, e.g.: number type changes locations, e.g.: studio interior exterior outside broadcast day night sound stage materials, e.g.: type availability quantity production values/style public profile of performers technical considerations time span weather.
Special requirements may include:	duration of the make-up application duration of the performance contagious skin disorders, e.g. infections: bacterial viral fungal contra-indications/precautions, e.g.: sunburn trauma bruises cosmetic and general surgery other visible non-normal skin non-contagious skin disorders, e.g.: acne dermatitis eczema allergies skin type/condition, e.g.: normal dry combination sensitive mature pigmented colour and tone performers' histories removal of body or facial hair wearing of contact lenses.
Research techniques may include:	contacting historical or other specialist associations reading newspapers, books and other references talking and listening to experts using the internet watching documentary films and videos.
Reference materials may include:	drafts and final make-up designs films history books journals paintings and illustrations of the period performance details and specifications photographs specialist services available for make-up and hair texts the internet videos writings of the period.
Aspects may include:	cultural factors genre historical factors period style, e.g.: men, women, children silhouette and body shapes fabrics foundation garments trims accessories.
Organisation may include the use of:	computer databases library manual files.
Relevant personnel may include:	continuity personnel costume designer and wardrobe personnel designer director director of photography floor manager hairdresser lighting designer and lighting personnel make-up supervisor/other make-up personnel performers producer production manager special effects make-up design and maker technical director other technical/specialist staff.
Production constraints may include:	budget discussions production schedule reflection on the design brief research findings.
Accessible recording system may include:	details of specialist services draft and final make-up and hair designs performance details and specifications reference/research materials.
Formats may include:	collage coloured design illustrations digital images models photos sketches.
Make-up products may include:	blush cleanser concealer eyeshadow (matte/frosted) fixative foundation (liquid/solid) glue/gum latex lipsticks/lip gloss mascara (powder, liquid, wand or block) moisturiser pencil powder pre-make-up products and stabilisers protective gel and cream sunscreen toner.
Make-up equipment may include:	airbrushes artificial lashes bald caps containers/trays, etc. cotton buds eye make-up remover pads hairclips and bands lash curlers latex magnifying mirror make-up box moist towelettes pallets or tiles pencil sharpener powder puffs protective bibs and smocks spatulas sponges, brushes, applicators supply of water tissues towels tweezers.
Productions may include:	commercials documentaries feature films filmed events or performances live or pre-recorded television productions live performances music video short films television productions theatrical productions.
Make-up plan may include:	areas requiring correction/camouflage camera angles/shots colour design context, e.g.: single appearance location dramatic considerations lighting continuity issues details of period and specialist make-up requirements details of specialist services required face shape highlighting/shading techniques known allergies location, e.g.: interior exterior studio make-up products and equipment required product application procedures testing arrangements.
Health and hygiene requirements may include:	commonwealth, state and territory OHS regulations regulations in the cosmetic environment, e.g.: sterilisation and sanitation procedures storage and handling of hazardous substances protective clothing and substances in the workplace.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - make-up

Co-requisite units

Co-requisite units

CUFMUP502A Design and apply special make-up effects

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to design and apply special make-up effects services for productions in the screen, media and entertainment industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Special make-up effects artists apply the skills and knowledge described in this unit. The effects produced vary widely and often involve the attachment of prosthetics and the application of make-up in order to create special features or effects, such as scars, ageing and illness. Because the application of special make-up effects can be a complex and lengthy process, make-up artists need to be confident and diplomatic in the way they communicate with performers whose appearances they are transforming. Depending on the nature of the job, a special make-up effects artist can work alone, or, on large-scale productions, they could be responsible for supervising other make-up artists. Employment is usually on a contract basis and hairstyling skills are also required. Skills associated with creating prosthetics are covered in: CUFMUP503A Create prosthetics for special make-up effects.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	CUFMUP401A Design, apply and remove make-up

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Interpret creative briefs and develop initial design concepts	1. Analyse production documentation to determine overall production requirements 2. Identify factors that may affect the design and implementation of special make-up effects, including special requirements for performers 3. Identify prosthetic requirements and factors that may affect the creation of prosthetics 4. Generate a range of ideas for the special make-up effects design that respond sympathetically to the brief and provide creative solutions to all design issues 5. Use appropriate research techniques to identify and source references to clarify aspects of specific make-up design projects 6. Organise and maintain currency of research materials, documentation and findings for use by relevant personnel 7. Critically analyse sources and references in the context of specific special make-up effects design projects 8. Use research findings to develop initial design concepts
Develop and document special make-up effects designs	9. Maximise input into the design process by evaluating initial design concepts in consultation with relevant personnel 10. Evaluate initial concepts and select the most appropriate ideas, taking into account production constraints 11. Hold ongoing discussions with relevant personnel to ensure additional or changed production requirements are incorporated into special make-up effects designs 12. Incorporate feedback from colleagues into final designs and ensure agreement is reached on a consistent interpretation of character and style 13. Prepare in an appropriate format and distribute copies to relevant personnel as required 14. Continuously reflect on and appraise creative ideas and solutions in the context of production constraints
Prepare, apply and maintain special make-up effects	15. Ensure make-up products and equipment are available according to production schedules 16. Inform performers fully of the special make-up effects application process and respond appropriately to their questions 17. Dress performers with required protective covering to protect hair and clothes and ensure they are protected from hazards 18. Test special make-up effects to be applied to performer's skin and scalp for adverse reactions 19. Apply special make-up effects according to make-up plan and health and hygiene requirements 20. Apply prosthetics using the appropriate materials, equipment and techniques 21. Check that final effects meet production requirements 22. Make required adjustments quickly and accurately at appropriate times during productions
Remove special make-up effects	23. If appropriate, brief or instruct performers on how to remove special make-up effects 24. Remove special make-up effects using appropriate products 25. Remove prosthetics carefully to minimise performers' discomfort 26. Ensure that performers' comfort is maintained during special make-up effects removal and that they are protected from hazards 27. Seek medical advice promptly in cases of skin irritation or other problems 28. Clean make-up equipment and ensure work area is left in the original or improved condition 29. Complete workplace documentation as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
self-management skills sufficient to: work under pressure respond to instructions on required adjustments to special make-up effects follow manufacturer specifications and enterprise policies and procedures planning and organising skills sufficient to: use time effectively control product waste meet deadlines select and acquire make-up products and equipment to meet production requirements systematically organise research materials communication, literacy and teamwork skills sufficient to: consult with senior creative personnel regarding the design of special make-up effects negotiate solutions to conflicts that arise in relation to the provision of special make-up effects services converse casually with performers and provide reassurance during the application of special make-up effects discuss with performers their preferences and sensitivities regarding skin care relate to people from diverse backgrounds and people with diverse abilities consult with production personnel about make-up issues to ensure creative and technical production requirements are met inform performers of the procedures for applying, touching up and removing special make-up effects interpret and maintain a range of workplace documentation prepare and update special make-up effects plans initiative, enterprise and creativity in the context of: creating and refining special make-up effects designs thinking laterally when developing concepts undertaking background research to inform the design process maintaining design integrity devising the most effective way of using special make-up effects to enhance characterisation problem solving skills in the context of recognising and responding appropriately to general and local contra-indications and contra-action, including those that indicate referral to an appropriate professional technical skills sufficient to: use computer software to create designs and special make-up effects plans create 3D digital images use the internet for research access and use databases to record research findings numeracy skills sufficient to: budget in relation to design concepts and make-up requirements estimate the number of make-up personnel required estimate the quantity and cost of products required estimate the time required to apply make-up
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in productions in the relevant industry sector issues and challenges that arise in the context of providing special make-up effects services well-developed understanding of the interrelationship between face and body shapes and the elements and principles of make-up application basic understanding of anatomy and physiology of the skin and skin structures as they relate to make-up services, including a simplified cross-section of skin techniques for applying make-up to prosthetic pieces basic understanding of body systems and how they relate to face and body shapes and skin, muscles and nerves: skeletal and muscular nervous system and its relationship to skin function well-developed understanding of the following in regard to special make-up effects: effects of natural/artificial lighting on make-up colour design principles colour wheel, primary, secondary, complementary colours, grey scale tonal value differences between tone, value, hue and shade airbrushing techniques knowledge of cosmetic chemistry/ingredients in relevant make-up products particularly in regard to their likely effects on the skin techniques for applying and removing special make-up effects, including prosthetic pieces awareness of the effect of changes created by specific make-up products and colour application techniques awareness of the effect of changes created by lighting and how make-up colours appear on screen knowledge of on-camera requirements of design specifications techniques for determining the physical appearance of: various skin types normal skin abnormal skin minor skin blemishes understanding of colour physics and its role in make-up application OHS requirements as they apply to applying make-up and taking action in the event a adverse skin reactions

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documented special make-up effects designs that demonstrate an ability to: use special make-up effects to develop or enhance characterisation select appropriate products and application techniques incorporate colour design principles into make-up designs take production environment into account when designing special make-up effects meet production requirements consistent application of local health and hygiene requirements/regulations in relation to special make-up effects services consistent application of OHS practices in regard to the provision of make-up services ability to apply special make-up effects, including the use of prosthetics collaborative approach to work ability to communicate effectively with performers/talent in relation to make-up application.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through a range of special make-up effects design and application tasks for at least two productions access to a range of make-up products and equipment as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of special make-up effects plans prepared by the candidate to determine whether production requirements have been met and correct procedures and make-up products have been identified observation of the candidate applying special make-up effects in a production context written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit and to evaluate the processes used in developing and realising creative concepts.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFMUP501A Design and apply specialised make-up CUFMUP503A Create prosthetics for special make-up effects.

Range Statement

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.
Production documentation may include:	budgets call sheets copyright of body paint designs costume break-down lists costume designs costume plots make-up plans manufacturer guidelines product labels production schedules research documents running sheets scripts stock orders synopsis break-down of characters time sheets workplace procedures manual or documentation.
Production requirements may include:	camera angles/shots, e.g.: extreme close-up close-up mid shot long shot wide shot high-angle eye-level shot low-angle health and hygiene requirements lighting effects production schedule specifications from designers and directors venue requirements other technical considerations.
Factors may include:	any medical condition that could preclude a performer having a cast taken available personnel budget deadlines/timeline dramatic characters, e.g.: number type changes locations, e.g.: studio interior exterior outside broadcast day night sound stage materials, e.g.: type availability quantity production values/style public profile of performers technical considerations time span weather.
Special make-up effects may include:	ageing animatronics blood body or facial features burns cuts digital applications fluids and solids perspiration scars skin disorders tears wounds.
Special requirements may include:	contagious skin disorders, e.g. infections: bacterial viral fungal duration of make-up application duration of performance contra-indications/precautions, e.g.: sunburn trauma bruises cosmetic and general surgery other visible non-normal skin non-contagious skin disorders, e.g.: acne dermatitis eczema allergies performers' histories skin type/condition, e.g.: normal dry combination sensitive mature pigmented colour and tone removal of body or facial hair wearing of contact lenses.
Prosthetic requirements may include:	body parts camera angles/shots context, e.g.: single appearance location dramatic considerations lighting full bodies full face full head location, e.g.: interior exterior studio small prosthetic pieces, e.g.: face parts bald caps.
Research techniques may include:	contact with historical associations reading newspapers, books and other references talking and listening to experts use of the internet watching documentary films and videos.
Organisation may include the use of:	computer databases library manual files.
Relevant personnel may include:	continuity personnel costume designer and wardrobe personnel designer director director of photography floor manager hairdresser lighting designer and lighting personnel make-up supervisor/other make-up personnel performers producer production manager special make-up effects design and maker technical director other technical/specialist staff.
Production constraints may include:	budget discussions production schedule reflection on the design brief research findings.
Formats may include:	collage coloured design illustrations digital presentations models photographs sketches.
Make-up products may include:	blush cleanser concealer eyeshadow (matte/frosted) fixative foundation (liquid/solid) glue/gum latex lipsticks/lip gloss make-up grade mascara (powder, liquid, wand or block) moisturiser pencil powder pre-make-up products and stabilisers protective gel and cream sunscreen toner.
Make-up plans may include:	areas requiring correction/camouflage colour design continuity issues details of special make-up effects details of specialist services face shape highlighting/shading techniques known allergies make-up products, equipment and materials product application procedures prosthetic requirements testing arrangements.
Health and hygiene requirements may include:	commonwealth, state and territory OHS regulations regulations relating to cosmetics, e.g.: sterilisation and sanitation procedures storage and handling of hazardous substances protective clothing and substances in the workplace.
Materials, equipment and techniques may include the use of:	equipment, e.g.: moulds make-up applicators materials, e.g.: foam latex rubber plaster gums and glue cleaning agents sealers and release agents techniques, e.g.: merging prosthetics into performer's body, skin or hair applying skin-compatible adhesives in positions that permit the required mobility and security of prosthetics shading padding.
Adjustments may be required due to:	adverse skin and scalp reactions different shooting conditions prosthetic pieces moving out of correct position.
Productions may include:	commercials documentaries feature films filmed events or performances live or pre-recorded television productions live performances music video short films television productions theatrical productions.
Make-up equipment may include:	airbrushes artificial lashes bald caps containers cotton buds eye make-up remover pads hairclips and bands lash curlers latex magnifying mirror make-up box moist towelettes pallets or tiles pencil sharpener powder puffs protective bibs and smocks spatulas sponges, brushes, applicators supply of water tissues towels trays tweezers.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - make-up

Co-requisite units

Co-requisite units

CUFMUP503A Create prosthetics for special make-up effects

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create prosthetic pieces for special make-up effects in productions for the screen, media and entertainment industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Special effects make-up artists and prosthetic technicians apply the skills and knowledge described in this unit. They are responsible for creating realistic prosthetics in response to special make-up design requirements. Prosthetic pieces range in size from facial parts, scars and bald caps to larger facial or body pieces, and multiple or overlapping appliances that require mobility. Because the creation of prosthetic pieces can be a complex and lengthy process, make-up artists need to be confident and diplomatic in the way they communicate with performers whose appearances they are transforming. Depending on the nature of the job, people in this role can work alone or, on large-scale productions, they could be responsible for supervising other staff. Employment is usually on a contract basis. Skills associated with special make-up effects are covered in: CUFMUP502A Design and apply special make-up effects.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare to create prosthetics	1. In consultation with relevant personnel and with reference to production documentation, confirm prosthetic requirements 2. Identify factors that may affect the casting process, including special requirements for performers 3. Use appropriate research techniques to identify and source references to clarify aspects of required effects 4. Organise and maintain currency of reference materials, documentation and findings, for use by relevant personnel 5. Generate a range of design and construction ideas that provide creative solutions to prosthetic requirements 6. Document plans for the creation of prosthetics in an appropriate format 7. Discuss plans with relevant personnel and incorporate feedback into final plans as required 8. Ensure materials and equipment are available to complete the required prosthetics
Produce original lifecasts for prosthetic pieces	9. Inform performers of the casting process, emergency procedures and respond appropriately to their questions 10. Position performers to minimise personal discomfort 11. Prepare performer to ensure their skin, hair, facial hair and clothing are protected from hazards 12. Determine the position of separate or joining sections, seams, stop lines and keys 13. Ensure that materials and release agents are of the appropriate type and quantity for casting, and are prepared, compounded and applied safely using approved methods 14. Obtain accurate replication of performers without defects or distortion of lifecasts, ensuring that the safety and wellbeing of the performer is maintained during the casting process 15. Safely remove lifecasts and restore performer's skin and hair to original condition 16. Finalise lifecasts
Make prosthetics	17. Determine appropriate placement of prosthetic overlaps or blending edges in relation to the performer and the design brief 18. Compound, handle, store and dispose of materials according to manufacturer instructions, data safety sheets and health and hygiene requirements 19. Use appropriate materials and techniques to make prosthetics according to prosthetics design plans 20. Prevent deformation and impairment when separating moulds and rejoining sectional moulds 21. Finish, store and remove sculptures and resultant moulds to avoid deterioration, distortion or damage 22. Safely store and dispose of materials and equipment used in the creation of prosthetics 23. Complete workplace documentation as required 24. Evaluate finished prosthetics against technical and creative criteria and note areas for improving the process of creating prosthetics

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: consult with senior creative personnel regarding prosthetic design and construction deal with performers tactfully and respectfully discuss with performers their preferences and sensitivities regarding skin care consult with production personnel to ensure creative and technical production requirements are met inform performers of the procedures for creating prosthetics interpret and maintain a range of workplace documentation prepare and update prosthetics design plans initiative, enterprise and creativity in the context of: creating and refining prosthetics design concepts thinking laterally when developing concepts undertaking background research to inform the design process maintaining design integrity responding to emergency situations during the process of creating prosthetics problem solving skills in the context of recognising and responding appropriately to general and local contra-indications and contra-action, including those that indicate referral to an appropriate professional planning and organising skills sufficient to: use time effectively to control product waste meet deadlines select and acquire prosthetic materials and equipment to meet production requirements systematically organise research materials technical skills sufficient to: use the internet for research access and use databases to record research findings draw and sculpt in the context of creating prosthetic pieces numeracy skills sufficient to: estimate the quantity and cost of products required estimate the time required to create prosthetics estimate the number of personnel required to assist in the development of prosthetics self-management skills sufficient to: work under pressure respond to instructions on required adjustments to prosthetics follow manufacturer specifications, data safety sheets and enterprise policies and procedures
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in productions in the relevant industry sector issues and challenges that arise in the context of providing prosthetic services techniques and materials employed to create appropriate sculptures, accurate moulds and precise prosthetics knowledge of appropriate methods to apply, remove and store prosthetic materials, such as sealers and release agents well-developed understanding of the interrelationship between face and body shapes and the elements and principles of prosthetics design understanding of medical conditions that could prevent or hinder lifecasts being taken basic understanding of anatomy and physiology of the skin and skin structures as it relates to prosthetic services basic understanding of body systems and how they relate to face and body shapes and skin, muscles and nerves: skeletal and muscular nervous system and its relationship to skin function knowledge of cosmetic chemistry and ingredients in relevant prosthetic products particularly in regard to their likely effects on the skin knowledge of on-camera requirements of design specifications techniques for determining the physical appearance of: various skin types normal skin abnormal skin minor skin blemishes well-developed understanding of the following in regard to prosthetic services: effects of natural/artificial lighting on prosthetics colour design principles colour wheel, primary, secondary, complementary colours, grey scale tonal value differences between tone, value, hue and shade casting techniques separating and rejoining sectional moulds airbrushing techniques understanding of colour physics and its role in prosthetics application OHS requirements as they apply to creating prosthetics and taking action in the event a adverse skin reactions

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: creation of prosthetic pieces that: are technically precise meet creative production requirements ability to prevent deterioration or distortion of moulds, casts and resultant prosthetic pieces attention to detail consistent application of local health and hygiene requirements/regulations when creating prosthetics consistent application of OHS practices in regard when creating prosthetics collaborative approach to work ability to communicate effectively with performers for whom prosthetic pieces are made.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through a range of prosthetic creation tasks for at least three productions access to a range of prosthetic products, materials and equipment as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of prosthetic pieces created by the candidate to determine whether creative production requirements have been met, correct procedures followed and appropriate materials used observation of the candidate creating prosthetics in a production context written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit and to evaluate the processes used in planning and creating prosthetic pieces.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFMUP502A Design and apply special make-up effects.

Range Statement

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.
Production documentation may include:	budgets call sheets copyright of body paint designs costume break-down lists costume designs costume plots make-up plans manufacturer guidelines product labels production schedules research documents running sheets scripts stock orders synopsis break-down of characters time sheets workplace procedures manual or documentation.
Prosthetic requirements may include:	body parts full bodies full face full head multiple and overlapping appliances. small prosthetic pieces, e.g.: facial parts bald caps
Factors may include:	any medical condition that could preclude a performer having a cast taken available personnel budget camera angles/shots, e.g.: extreme close-up close-up mid shot long shot wide shot high-angle eye-level shot low-angle health and hygiene requirements length of time and/or how often prosthetic pieces need to be used lighting effects materials required, e.g.: type availability quantity production schedule production values/style public profile of performers specifications from designers and directors venue requirements other technical considerations.
Casting processes may include:	casting, including part casts and lifecasts colouring and finishing joining sections and seams moulding sculpturing transferring patterns to head blocks while making bald caps.
Special requirements may include:	contagious skin disorders, e.g.: bacterial infections viral infections fungal infections contra-indications/precautions, e.g.: sunburn trauma bruises cosmetic and general surgery other visible non-normal skin non-contagious skin disorders, e.g.: acne dermatitis eczema allergies performers' medical histories removal of body or facial hair skin type/condition, e.g.: normal dry combination sensitive mature pigmented colour and tone wearing of contact lenses.
Research techniques may include:	contact with specialist services or associations reading newspapers, books and other references talking and listening to experts use of the internet watching documentary films and videos.
Organisation may include the use of:	computer databases library manual files.
Reference materials may include:	drafts and final prosthetic designs films history books journals paintings and illustrations of the period performance details and specifications photographs specialist services available for prosthetics texts the internet videos writings of the period.
Formats may include:	collage coloured design illustrations digital images models photos sketches.
Materials may include:	cleaning agents foam latex gums and glue plaster rubber sealers and release agents.
Finalising lifecasts may include:	accurately trimming and marking the completed positive impression checking that technical and creative requirements have been met correctly storing lifecasts to prevent deterioration, distortion or damage ensuring accuracy of surface detail ensuring that joining sections meet technical requirements producing a positive impression of lifecasts.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - make-up

Co-requisite units

Co-requisite units

CUFPOS201A Perform basic vision and sound editing

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to perform basic editing functions in relation to film, television and interactive media productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Editing assistants apply the skills and knowledge described in this unit. Under the direction of an editor or senior editor, they are responsible for digitising, cutting and logging pre-recorded image and audio content. Editors then take this material and complete the editing process. Within clearly defined parameters, editing assistants are also responsible for editing content using the basic functions of editing software. More complex skills associated with digital editing are covered in: CUFPOS401A Edit screen content for fast turnaround.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare source materials for edit	1. Clarify technical and creative requirements for production and online editing in consultation with relevant production personnel 2. Obtain and label source materials and keep in a safe, clean location with appropriate documentation 3. Organise transfer of source materials to appropriate medium where necessary 4. Check that sufficient storage and memory is available to meet content resolution requirements 5. Assess source materials for technical and creative quality and arrange for remedial action where problems are identified 6. Digitise content according to specified formats and burn time code where applicable, ensuring format is compatible with available software and hardware 7. Align, synchronise and organise uncut images and sound in preparation for evaluation and editing 8. In consultation with relevant production personnel, finalise list of shots required for the edit and the method for logging them
Log content for editing	9. Check editing facilities are operational and arrange for faults or problems to be resolved according to enterprise procedures 10. Obtain required editing consumable materials and ensure sufficient supplies are available to meet editing schedules 11. Load source materials onto appropriate editing facility, ensuring correct image and sound are ready for use and that images and sound are synchronised or aligned accurately 12. Identify required shots and sequences from source materials and catalogue them in the agreed way 13. Log selected edits with reference to time codes and shot descriptions according to enterprise procedures 14. Use a batch digitise list to digitise selected sequences according to relevant documentation and consistent with technical and creative requirements 15. Create edit decision lists (EDLs) according to instructions from relevant production personnel 16. Organise and save selected materials according to overall editing requirements 17. Finalise logging sheets and submit EDLs to relevant production personnel by the agreed deadline
Perform basic edits	18. Use software functions to assemble sequences according to EDLs and within time constraints 19. Review edited sequences to evaluate quality and content and to identify problems 20. Manipulate the editing software to solve identified problems and seek expert advice if required 21. Submit sequences to relevant production personnel for feedback according to enterprise procedures 22. Amend sequences as required and save in appropriate format 23. Ensure source materials, selected materials and back-up copies are stored securely and labelled correctly 24. Complete required documentation, noting variations and issues from original instructions 25. Leave workstation in original or improved condition, ensuring there has been no adverse impact on site

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and organisational skills sufficient to: arrange film, television and interactive media content logically and accurately liaise with relevant production personnel, e.g. editors, directors understand and follow instructions as required technical skills sufficient to: edit simple image and audio sequences and segments, including dialogue digitise pre-recorded content, e.g. film, analogue video follow relevant file management protocols for specified operating systems self-management skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise literacy and numeracy skills sufficient to: identify and label accurately source materials and copies implement and record time codes and timings document image and sound components, e.g. completion of logging sheets
Required knowledge
familiarity with basic picture and sound editing conventions and techniques industry knowledge, including: roles and responsibilities of post-production personnel basic understanding of the features and capabilities of facilities and equipment for sound editing and broadcast working knowledge of a range of editing software and equipment OHS requirements as they apply to use of computers and keyboards

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: systematic preparation of content segments for editing from source video or film correct identification and logging of single images, audio grabs and basic sequences ability to transfer and digitise video and film materials collaborative approach to work attention to detail ability to work to deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to a range of pre-recorded films and videos availability of a range of editing facilities - non-broadcast and broadcast exposure to a range of computer software for editing and documentation of image and audio access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of material prepared, logged and edited by the candidate in response to instructions received from a supervising editor written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG301A Prepare video assets CUFSOU204A Perform basic sound editing CUFSOU301A Prepare audio assets.

Range Statement

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.
Technical and creative requirements may include:	ADR (additional dialogue recording) audio levels break in control track colour bars drop-outs film leaders graphics production style quality of image/sound rushes script materials sequences, e.g.: vision cuts sound editing, e.g. dialogue voice-over music sync marks tape black time codes.
Productions may include:	animated productions commercials documentaries feature films filmed events or performances music video pre-recorded television productions short films television productions, e.g. music, drama, comedy, variety, sport.
Editing may include:	computerised data digital non-linear film linear off-line online video.
Production personnel may include:	assistant editor CGI (computer generated imagery) personnel designers director director of photography editing suite personnel editor floor manager laboratory personnel music composer picture editing personnel producer production designer production manager sound editing personnel sound effects personnel technical director other technical/specialist staff.
Source materials may include:	CDs DVDs film graphics internet mini disks (MDs) stills tape (analogue; camera, digital) work prints work tapes.
Documentation may include:	assembly order budgets call/running sheets camera reports computer generated continuity reports contracts EDLs (edit decision lists) fault reports hire agreements list of sequences with relevant shot numbers logging sheets manually written manufacture schedules manufacturer specifications/instructions marked-up scripts marked-up transcripts memos of instruction operational/project plan production schedules scripts sound reports sound sheets, e.g.: time-code log sheets for location sound recordings wild-line and sound effects log sheets.
Medium may include:	computer disk, e.g. CD/DVD film of any gauge, e.g.: 16 mm 35 mm super 35 mm 70 mm mini disk sound video of any format, e.g.: miniDV DVCam Betacam SP and digital Betacam VHS/SVHS vision.
Storage and memory may include:	disk space (hard, optical, floppy) film duplicates flash memory, e.g. USB drives solid state, e.g. RAM.
Formats may include:	audio/sound, e.g.: DAT AIFF WAV MIDI MP3 magnetic tape computerised data film of any gauge graphics stills video of any format, e.g.: DVC VHS Beta HDTV AVI MPEG.
Software may include:	Adobe Premiere Pro Avid Liquid Pro Final Cut Pro Ulead MediaStudio Pro.
Hardware may include:	computers, e.g. PC, Macintosh, Avid DVD/CD player edit controllers, e.g. Lightworks external hard drives iPod source and record machines, e.g. Beta, VHS, DAT Steenbeck video machines/recorders.
Editing facilities may include:	digital non-linear, e.g. Mac G5, Avid editing bins linear, e.g. Steenbeck, Beta, VHS off-line online pic sync rewinders synchronisers viewers.
Consumable materials may include:	audio tape computer disks DVDs film cans labels marking pens video/DVD cases viewer globes.
Shots may include:	bird's eye close-ups cutaways high-angle, low-angle long shot, mid shot medium close-ups noddy pans reverses tilts two shot wide shots wide-angle.
Log may include:	can ID counter reading drop-outs/faults in point out point shot descriptions tape ID time code timings.
Time codes may include:	burned-in code clapperboard/slate frame rates genlock keyed-in code LTC (longitudinal time code) SMPTE/EBU synchronisers time-code rates VITC (vertical interval time code).
Items to be noted in edit decision lists may include:	composition coverage dialogue effects transitions, e.g.: wipes dissolves fades use of graphics frame ratio and rate framing glitches, faults, drop-outs music pacing script changes soundtrack special effects tempo - duration of shots and segments timing.
Software functions may include:	adjusting audio levels inserting: transitions sound effects music voice-overs basic titles and captions still images overlays manipulating still images, e.g.: panning zooming manipulating video and audio clips, e.g.: cutting pasting copying moving splitting.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - post-production

Co-requisite units

Co-requisite units

CUFPOS301A Prepare motion picture film for printing or transfer

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to inspect, clean and edit motion picture film materials in preparation for printing, telecine transfer or digitisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Editors, assistant editors and archival media technicians apply the skills and knowledge outlined in this unit. Generally work is carried out under supervision and entails preparing motion picture film for printing to film, or transfer to video and digital formats. This work may be undertaken in the production of rushes, digital intermediate material, feature productions or archival printing. Key functions include cutting and splicing simple sequences from film according to instructions, as well as analysing the quality of film materials and undertaking basic repairs to damaged film. Attention to detail and accuracy is critical to the editing and preparation processes, as well as effective, safe and ethical work practices. More complex skills associated with major restoration of old or badly damaged film are covered in: CUFPOS405A Restore moving images.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare film for printing or digitisation	1. Liaise with relevant production personnel to identify and interpret production requirements for the treatment of motion picture film 2. Assess quality and completeness of motion picture film and sound to identify useable components and complete appropriate documentation according to enterprise procedures 3. Identify faults and repair or replace where applicable in collaboration with relevant production personnel 4. Establish required frame sequences for motion picture film and sound ensuring available equipment is aligned correctly 5. Record identification numbers for sequences and cut and match accurately according to provided documentation and instructions 6. Use safe and appropriate handling procedures to avoid damage to motion picture film and sound during production process
Repair and assemble film	7. Check motion picture film and sound for faults prior to cutting and assembling 8. Ensure motion picture film and sound meets required production or preservation standards and, where applicable, undertake remedial action 9. Carry out repairs to motion picture film and sound within individual level of responsibility and experience 10. Assemble selected takes ready for printing or transfer according to production requirements
Clean film	11. Clean compiled film and sound media using appropriate cleaning equipment and check that it is free of dust and damage 12. Ensure operation of cleaning equipment is conducted safely and within manufacturer guidelines 13. Handle cleaning processes according to prescribed OHS regulations and enterprise procedures
Complete process	14. Assemble unused sequences, record and store safely 15. Produce required documentation to report on quality of film and sound 16. Log completed film and sound compiles and dispatch to the required destination according to enterprise procedures 17. Apply OHS procedures at all times, including safe handling of hazardous materials

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: interpret and clarify written or verbal instructions ask basic questions clearly and confidently of production personnel ability to work as a member of a production team, both independently and under direction technical skills sufficient to: make simple adjustments to, and operate basic film and sound editing equipment apply the principles and techniques of negative cutting and assembly undertake repairs to damaged footage ensure the safe handling of film literacy skills sufficient to interpret written background information and to complete workplace documentation self-management skills sufficient to: work under pressure and meet deadlines seek expert assistance when problems arise problem solving skills sufficient to anticipate and deal with minor equipment set-up problems
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. laboratory technicians, media archivists, telecine and video operators motion picture film industry and history features of a range of delivery platforms, including film-to-video transfers film stocks and their characteristics OHS requirements as they relate to working for periods of time on close-up work, manual handling and chemicals

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: preparation of motion picture film for printing or transfer that demonstrates: an ability to handle negatives and hazardous materials safely correct interpretation of job instructions attention to detail collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to a range of film and sound footage access to a range of equipment and materials listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of film material prepared by the candidate in response to instructions received from a supervisor observation of the candidate preparing film for printing to determine whether correct procedures have been followed written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPOS302A Process motion picture film CUFPOS303A Print motion picture film.

Range Statement

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.
Production personnel may include:	archives staff assistant editor director director of photography editors laboratory personnel producer production management personnel telecine operators video operators.
Production requirements may include:	client instructions copying cutting and matching instructions deadlines digital intermediate workflow re-edits or repurposing restoration requirements transfer formats.
Film and sound may include:	A and B rolls audiotape, e.g. open reel analogue; cassette, digital black and white material colour material film of any gauge, e.g. 35 mm, 16 mm, 8 mm intermediate film negatives and positives kine footage original camera negatives sound negatives subtitles work prints.
Documentation may include:	can labels, e.g.: roll number magazine number stock type date client details computer generated EDLs (edit decision lists) job code, title manually written reports, e.g. fault reports.
Faults may include:	abrasions base scratches broken splices broken sprockets cinch marks decomposition digs dye fade emulsion scratches faulty processing machine malfunction noise poor exposures vinegar syndrome.
Sequences may include:	completed programs single scene edits titles and subtitles.
Equipment may include:	computers editing bins. flat-bed film viewers, e.g. Steenbeck gloves pic sync rewinders splicers, e.g. tape, cement, ultrasonic synchronisers video recorders/replay other viewers, e.g. Moviola.
Production and preservation standards may include:	adjusted exposures/contrast colour balance emulsion/base issues restoration shrinkage issues splicing storage environment, e.g. temperature, relative humidity, pollutants storage orientation winding tension.
Repairs may include:	emulsion rips sound distortions sound noise splices sprockets tears.
Printing or transfer may include:	film: negatives duplicate negatives positive reversals work print answer print release prints film to digital: video data sound: negatives magnetic positive optical film data.
Cleaning processes may include:	hand cleaning, e.g.: cleaning cloths solvents PTRs (particle transfer rollers) machine cleaning, e.g.: rotating hair brushes rotating velvet brushes rotating chamois or cloth buffs ultrasonic film cleaning.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - post-production

Co-requisite units

Co-requisite units

CUFPOS302A Process motion picture film

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to process negative and positive motion picture film. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Motion picture laboratory technicians apply the skills and knowledge outlined in this unit. The core activity involves safe handling and processing of both negative and positive motion picture film. Duties include determining settings for processing equipment, applying correct chemical solutions and temperature and monitoring film processing operations. Motion picture laboratory technicians usually work under the supervision of a senior laboratory technician.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Receive, check, and spool exposed film	1. Read and interpret production documentation and log receipt and processing of film job 2. Identify deadlines for production of film and ensure material is processed promptly to meet requirements 3. Check film to identify type and determine special processing requirements 4. Handle film with care to avoid damage throughout the production process, including protection from light sources 5. Transfer exposed film onto spools for bulk processing
Prepare equipment for film processing	6. Power up equipment according to manufacturer specifications in a safe manner and according to enterprise procedures 7. Check temperature controls are set as required 8. Monitor and regulate settings of processing equipment to match requirements of film type and processing instructions 9. Perform duties in a safe manner according to defined OHS regulations and enterprise protocols
Test performance of equipment	10. Undertake appropriate testing of equipment to prevent damage to film during processing 11. Process sensitometric tests as required and respond to recommendations to ensure process meets required specifications 12. Ensure that sufficient supplies of replenishment chemicals are available to complete processing run and advise relevant personnel of requirements
Monitor film processing	13. Splice film onto leader and feed spooled film into processing machine 14. Splice subsequent spools of film to the tail end of previous spool consistent with features and specifications of equipment 15. Monitor operation of equipment throughout process to maintain required settings 16. Complete recovery operations in response to faults, to avoid damage to or loss of exposed film
Complete work operations	17. Remove processed film from equipment and check for physical quality 18. Power or shut down equipment according to manufacturer instructions and enterprise procedures 19. Produce required documentation to report on the quality of processed film produced 20. Log completed film job and dispatch to required destination according to enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and organisational skills sufficient to: interpret film processing specifications and instructions as required liaise with other personnel, e.g. editors, camera personnel, laboratory staff self-management skills sufficient to: work under pressure meet deadlines follow workplace procedures with regard to the safe handling of film and chemicals used to process film, e.g. developer, fixer, bleach seek expert assistance when problems arise technical skills sufficient to use a range of film processing equipment problem solving skills sufficient to anticipate and deal with minor equipment set-up problems literacy and numeracy skills sufficient to: identify and label accurately source materials and copies implement accurate logging and filing of film information using relevant file management protocols for specified operating systems implement and record time codes and timings where relevant document image and sound components, e.g. completion of logging sheets interpret manufacturer specifications interpret chemical labels and material safety data sheets
Required knowledge
industry knowledge: roles and responsibilities of project team members, e.g. laboratory technicians, media archivists, telecine and video operators industry terminology relevant to film production and laboratory operations features of a range of processing software and equipment film types and their characteristics OHS requirements as they relate to working for periods of time on close-up work, manual handling and chemicals current film processing techniques and application of different methods, well-developed film handling techniques basic sensitometry as applied to process monitoring

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: processing of motion picture film that demonstrates: safe handling of hazardous materials and exposed and unexposed film correct interpretation of job instructions attention to detail collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills within timeframes in a work environment access to motion picture film processing opportunities, together with a reasonable variety of assignments access to a range of motion picture film processing hardware access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance inspection of film processed by the candidate in response to instructions received from a supervisor observation of the candidate processing film to determine whether correct procedures have been followed written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPOS301A Prepare motion picture film for printing or transfer CUFPOS303A Print motion picture film.

Range Statement

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.
Documentation may include:	camera sheets can labels, e.g.: roll number magazine number stock type date client details computer generated job code job title manually written processing instructions.
Film may include:	black and white film colour film exposed film film of any gauge, e.g. 16 mm, 35 mm, 70 mm negative film: original duplicate positive film: release print duplicate sound negative or print subtitles unexposed film.
Equipment may include:	chemical solutions, e.g.: pre-bath developer - black and white, colour bleach fixer wash commercial processing machines, e.g. continuous processor film rewind benches film splicers heating elements pumps rollers spool turbulators.
Settings may include:	EI (exposure index) of film replenishment rates settings of circulation pumps temperature of chemical solutions transport speed.
Processing instructions may include:	deadline details job card/job sheet production schedule.
Testing may include:	chemical temperature test control strip scratch test sensitometric test.
Personnel may include:	archival film service officers archivists camera personnel directors film editors motion picture laboratory officer producers telecine operators other laboratory technicians.
Faults may include:	broken splices broken sprocket holes film breaks machine malfunction scratches.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - post-production

Co-requisite units

Co-requisite units

CUFPOS303A Print motion picture film

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to produce unexposed print copies of assembled films. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Laboratory technicians and film processors apply the skills and knowledge contained in this unit. Usually under the supervision of a senior laboratory officer, they work closely with film editors and camera personnel. They are responsible for working with processing and printing equipment to produce unexposed print copies from negative and positive film. A combination of mechanical and analytical skills is required as the work can be exacting. A reasonable level of literacy and numeracy skills is necessary in the context of interpreting and calculating printing requirements.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Receive and check film rolls	1. Read and interpret documentation, log receipt and processing of relevant film type 2. Identify deadlines for production of film and ensure work is completed promptly to meet production requirements 3. Check original film to identify type and condition 4. Select appropriate printing stock, and note special printing requirements 5. Handle film with care to avoid damage throughout production process, including protection from light sources
Power up equipment for film printing	6. Power or start up equipment according to manufacturers specifications, enterprise procedures and in a safe manner 7. Select the correct settings for film printing according to the requirements of the print
Lace up film	8. Lace film according to manufacturer instructions and enterprise procedures 9. Match image and sound components on equipment to ensure they are not scratched or otherwise damaged 10. Ensure that sound and image are synchronised 11. Check and adjust tensions to prevent slackness or stretching of source film or unexposed print copies 12. Load frame cue count (FCC), red, green, blue into the frame cue count unit to ensure correct colour grading of film
Monitor printing process	13. Monitor operation of equipment throughout the process and regulate voltages 14. Complete recovery operations in response to faults, to avoid damage to or loss of source film or unexposed print copies
Complete the printing process	15. Remove source film from equipment and check physical quality of unexposed print copies 16. Shut down equipment according to manufacturer instructions and enterprise procedures 17. Produce required documentation to report on quality of unexposed print copies produced and stock consumed 18. Log completed film job and deliver to required personnel according to enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and organisational skills sufficient to: interpret film printing specifications and instructions as required liaise with other personnel, e.g. editors, camera personnel, laboratory staff problem solving skills sufficient to anticipate and deal with minor equipment set-up problems self-management skills sufficient to: work under pressure meet deadlines follow workplace procedures with regard to the safe handling of all types of film, negative and positive film rolls, printing stock and chemicals used to process film seek expert assistance when problems arise technical skills sufficient to use a range of film printing equipment literacy and numeracy skills sufficient to: identify and label accurately source materials and copies implement accurate logging and filing of film information using relevant file management protocols for specified operating systems implement and record time codes and timings where relevant document image and sound components, e.g. completion of logging sheets interpret manufacturer specifications interpret chemical labels and material safety data sheets
Required knowledge
industry knowledge: roles and responsibilities of project team members, e.g. laboratory technicians, media archivists, telecine and video operators industry terminology relevant to film production and laboratory operations features of a range of printing and processing software and equipment film types and their characteristics OHS requirements as they relate to working for periods of time on close-up work, manual handling and chemicals current film printing techniques and application of different methods sound understanding of a range of film types and their attributes well-developed film handling techniques

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: printing of motion picture film that demonstrates: safe handling of hazardous materials and negatives and unexposed print film correct interpretation of job instructions attention to detail collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills within timeframes in a work environment access to motion picture film printing opportunities, together with a reasonable variety of assignments access to a range of motion picture film printing software and hardware access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance inspection of film printed by the candidate in response to instructions received from a supervisor observation of the candidate printing film to determine whether correct procedures have been followed written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPOS301A Prepare motion picture film for printing or transfer CUFPOS302A Process motion picture film.

Range Statement

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.
Documentation may include:	can labels, e.g.: roll number magazine number stock type date camera sheets client details computer generated deadline details job card job code job sheet job title manually written printing instructions production schedule work order.
Film may include:	black and white colour film exposed film film of any gauge, e.g. 16 mm, 35 mm, 70 mm negative film: camera original duplicate material optical effects negative positive film: release print duplicate intermediate material sound negative subtitles unexposed film.
Equipment may include:	bobbins film rewind benches film splicers printing machines, e.g. 35 mm, 16 mm: continuous contact step contact step optical wet or dry gate spools.
Settings may include:	EI (exposure index) of film other settings appropriate to the equipment picture light voltage printing speed red, green, blue trims settings of wet gate circulation pumps sound lamp voltage temperature of wet gate chemical solutions.
Printing may include:	black and white printing colour printing dry printing optical printing printer test films wet printing.
Prints may include:	archival intermediates first answer print release print subsequent answer prints.
Faults may include:	age and fragility of original material blown lamps broken splices broken sprocket holes decomposition dirt equipment malfunction FCC data errors FCC tape damage film breaks film jams loss of image, focus and colour scratches.
Personnel may include:	archival film service officers archivists camera personnel directors film editors motion picture laboratory officer other laboratory technicians producers.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - post-production

Co-requisite units

Co-requisite units

CUFPOS401A Edit screen content for fast turnaround

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to edit screen content for fast turnaround using non-linear editing facilities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Editors with a reasonable level of experience apply the skills and knowledge described in this unit. Using non-linear digital facilities to edit screen content, editors occasionally require basic film handling skills. Primarily they are involved in day-to-day editing for daily programs such as news and current affairs. At times they work on more complex programs of a formatted or routine nature. They may also be involved in fast turnaround editing of rushes for feature films. Editors at this level are usually answerable to a senior editor or producer/reporter. More complex skills associated with editing a comprehensive range of film, television material are covered in: CUFPOS501A Edit complex screen productions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for edit	1. Clarify editing requirements in consultation with relevant production personnel and with reference to documentation as required 2. Check operation of editing equipment and software, and ensure sufficient supplies of consumables are available 3. Identify and prepare source materials for off-line and online editing 4. Assess materials to be edited for required technical and creative criteria in consultation with relevant production personnel 5. Endeavour to visualise completed edit with reference to available materials
Commence editing process	6. Digitise and transfer materials to suitable format, ensuring compatibility with editing equipment and monitoring capture for sound and image quality 7. Where appropriate, create an edit decision list (EDL) subject to time constraints, noting accurately in and out points for each edit 8. Maintain accurate documentation of editing instructions for use in all stages of post-production as required 9. Prioritise and select materials in terms of their relevance to meet production requirements 10. Arrange and present selected material to retain the intended meaning of words and images 11. Analyse and plan how preselected additional materials are to be used to clarify and enhance final edit
Assemble vision and sound	12. Check technical and creative criteria with relevant production personnel to ensure integrity of edit 13. Assemble content in a way that produces coherent images and sound according to standard editing conventions 14. Ensure that assembled materials meet time requirements for productions, as well as technical and creative criteria for transmission 15. Insert transitions, special effects and preselected additional materials as required 16. Make appropriate compromise between content and quality in order to meet time restrictions 17. Review assembled online or off-line edit with relevant production personnel 18. Implement changes as specified and finalise edit to meet deadlines
Finalise edits	19. Complete necessary documentation and file/archive source materials according to enterprise procedures 20. Report problems in completing edits to meet production requirements 21. Provide information required for successful transmission of edited material 22. Evaluate own performance against technical and creative criteria and discuss with colleagues where appropriate

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and organisational skills sufficient to: arrange screen content logically and accurately work collaboratively with production personnel, e.g. editors, directors understand and carry out instructions and creative directions as required utilise relevant file management protocols for specified operating systems initiative and enterprise in the context of: visualising and interpreting basic story-lines in a creative way troubleshooting and solving problems as they arise during the editing process self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance as required technical skills in the context of: editing vision and sound for same-day programs to tight deadlines, e.g. news, current affairs editing content according to a broad brief, e.g. verbal brief digitising pre-recorded content, e.g. film, analogue video literacy and numeracy skills sufficient to: identify and label accurately source materials and copies implement and record time codes and timings document image and sound components, e.g. completion of logging sheets
Required knowledge
current vision and sound editing techniques and application of different editing methods, especially when fast turnaround is required thorough knowledge of a range of editing software and equipment filmmaking conventions, such as camera shots, angles and viewpoint OHS requirements as they relate to working on computers for periods of time industry knowledge, including: roles and responsibilities of production and post-production team members sound understanding of the creative and technical elements of a range of film and media productions features of industry-standard post-production facilities and equipment for broadcast and non-broadcast broadcast language and terminology issues and challenges that arise in the context of editing vision and sound content for fast turnaround

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: effective editing of a range of vision and sound content that: meets production requirements takes account of technical and resource constraints ability to edit material within tight time constraints collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to real-time editing opportunities, together with a reasonable variety of assignments access to a selection of editing software and equipment as listed in the range statement opportunities to work with a range of vision and sound formats as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a selection of material edited by the candidate for fast turnaround observation of the candidate editing material for fast turnaround written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG301A Prepare video assets CUFSOU301A Prepare audio assets CUSSOU403A Perform advanced sound editing.

Range Statement

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.
Production personnel may include:	assistant editor camera operators CGI (computer generated imagery) personnel designers director floor manager laboratory staff producer production designer production manager senior editor sound editing personnel sound effects personnel technical director other technical/specialist staff.
Documentation may include:	assembly order camera reports computer generated contracts EDLs (edit decision lists) fault reports hire agreements list of sequences with relevant shot numbers manually written manufacturer specifications/instructions marked-up scripts marked-up transcripts memos of instruction operational/project plan production schedules scripts sound reports sound sheets, including time-code log sheets for location sound recordings wild-line and sound effects log sheets.
Editing equipment may include:	computers digital non-linear, e.g. Mac G5, Avid editing bins linear, e.g. tape to tape off-line online pic sync rewinders synchronisers viewers.
Software may include:	after effects package computer programs, e.g. Final Cut Pro EDL software freeware Illustrator Photoshop shareware.
Consumables may include:	computer disks cotton gloves film cans film leader labels sound tapes of any format, e.g.: DAT cartridge compact audio cassette reel to reel spare videotapes of any format, e.g.: DVC Beta VHS mini-DVD HDTV.
Source materials may include:	audio tapes camera tapes CDs DVDs film graphics internet stills work prints work tapes.
Editing may include:	computerised data digital non-linear film linear off-line online video.
Technical and creative criteria may include:	ADR (additional dialogue recording) audio levels break in control track broadcast quality colour bars drop-outs film leaders graphics non-broadcast quality production style quality of image/sound rushes script materials sequences, e.g.: vision cuts sound editing, e.g. dialogue voice-over music shots, e.g.: wide shots mid shot close-ups and medium close-ups two shot long shot wide-angle high-angle low-angle bird's eye pans tilts cutaways two shots noddy reverses sync marks tape black time codes.
Formats may include:	audio/sound, e.g.: DAT AIFF WAV MIDI magnetic tape computerised data film of any gauge graphics stills video of any format, e.g.: DVC VHS Beta HDTV.
Editing decisions may include:	action composition coverage dialogue frame ratio and rate framing glitches, faults, drop-outs music narration pacing script changes shot composition soundtrack special effects timing voice-overs.
Production requirements may include:	ADR (additional dialogue recording) aesthetic animation atmosphere tracks durations effects graphics music production titles technical time code, e.g.: SMPTE/EBU burned-in code keyed-in code voice-overs.
Additional materials may include:	archival footage: sound image file images stock footage: sound image.
Editing conventions may include:	action cutting (before, during and after the action) consistency of style continuity (crossing the line, eyeline) cut away cut in cut out fades and dissolves freeze frame jump cut montage.
Productions may include:	animated productions commercials documentaries feature films features - television and film filmed events or performances live television music video news and current affairs pre-recorded television productions short films television productions, e.g.: music drama comedy variety sport.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - post-production

Co-requisite units

Co-requisite units

CUFPOS402A Manage media assets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage media assets for screen and media productions and projects. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The skills and knowledge outlined in this unit are typically applied by a person working in a large enterprise on projects or productions that require a wide range of media assets. They work directly with asset creators (audio, video, graphics) to ensure that the asset management system accommodates their needs. Though reporting to a producer or manager, a person in this role works with a fair degree of autonomy. They are responsible for setting up the conventions for file naming, sourcing, sorting and storing formal documents and media assets, and recording project or production details. They also set up systems to manage these assets effectively. The systems may need to be built by other personnel within the enterprise or production.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Establish systematic procedures for managing content and outputs	1. Confirm media asset management requirements with relevant personnel 2. Set up file naming system for projects based on standard conventions and protocols 3. Source and review storage repository and back-up systems appropriate for the task 4. Set up processes to record information required for tracking formal documents and media assets 5. Establish conventions for recording progress and locations of media assets 6. Develop strategy for tracking and recording media assets 7. Brief team members on the media asset management system, including the process for alerting relevant personnel to problems encountered as the system is implemented
Record information about documents and media assets	8. Document sources of media assets according to established procedures 9. Document progress and details of a range of outputs 10. Maintain records of technical information on work in progress 11. Maintain copyright and permissions information 12. Track media assets and record information according to established system 13. Maintain version control and identify status of interim products, prototypes and other relevant media assets 14. Respond to and resolve problems encountered as the system is implemented
Plan for project completion and storage	15. Confirm schedule for final sign-off with relevant personnel 16. Determine requirements for archiving 17. Confirm procedures for finalisation of projects
Finalise project	18. File and index formal documents according to agreed project or enterprise procedures 19. File and index scripts according to agreed project or enterprise procedures 20. Archive media assets in established system repository system according to industry practice 21. Ensure appropriate access by relevant personnel to formal documents and media assets developed by projects 22. Review the effectiveness of the media asset management system and note areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret project briefs prepare and maintain media asset management documentation provide verbal and written briefings to team members work collaboratively as a member of a production team provide advice and support to team members technical skills sufficient to track, maintain, record and archive information using accepted industry protocols initiative and flexibility in the context of anticipating and resolving problems with a media asset management system self-management and planning skills sufficient to: set up and administer a file naming system prioritise work tasks meet deadlines seek expert assistance as required
Required knowledge
industry knowledge, including: roles and responsibilities of project team members in the relevant industry sector sound understanding of the relationship between the technical and creative aspects and requirements of screen and media projects issues and challenges that arise in the context of implementing media asset management systems copyright and permissions file and resource repository systems industry or enterprise standard naming conventions OHS requirements as they relate to working on computers for periods of time

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: proficient use of information tracking and repository systems accurate record keeping, updating and tracking attention to detail ability to work effectively as a member of a production team.
Context of and specific resources for assessment	Assessment must ensure: access to industry-standard technology and repository systems that permit file and resource management access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of at least two media asset management systems set up and managed by the candidate written or verbal questioning to test knowledge of the processes followed to manage media assets and the respective roles and responsibilities of team members.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG301A Prepare video assets CUFDIG303A Produce and prepare photo images CUFSOU301A Prepare audio assets.

Range Statement

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.
Relevant personnel may include:	artists author designers media asset creators producer programmer project manager supervisor other specialist creative and administrative staff.
Projects may include or be included in:	aspects or sections of film/video production: feature documentary short film and/or video animations commercials live or pre-recorded performances music video television production, e.g. music, drama, comedy, variety, sport live or pre-recorded television productions e-commence educational product game information product promotional product training product website.
Information about assets may include:	asset details copyright date of transfer default technical settings reusability transfer details versions other metadata as required.
Formal documents may include:	agreed terms and conditions assets rights clearances confidentiality agreements contracts with subcontractors copyright permissions final proposal intermediate and final sign-offs software licences technical information.
Media assets may include:	3D models animations (2D, 3D) audio code and scripts graphics photographs text documents (PDF, MSWord, PowerPoint) videos other assets as required by the project.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - post-production

Co-requisite units

Co-requisite units

CUFPOS403A Colour grade moving images

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to colour grade moving images. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Post-production technicians involved in digital intermediate workflow, colour graders, colourists, telecine operators and archival media technicians apply the skills and knowledge outlined in this unit. Colour grading is the process of altering and enhancing the colour of motion picture or television images, either electronically, photochemically or digitally. The process is completed by transferring the output from grading to the required medium, e.g. DVD, film, video. Colourists need strong visual, creative and technical skills. Also critical to the grading process is attention to detail and accuracy, as well as effective safe working practices. In most circumstances, limited supervision is required of people working at this level of expertise.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify work requirements	1. In consultation with relevant personnel, identify deadlines for colour grading and ensure work is planned to meet production requirements 2. Assess condition of source materials for faults, determine whether remedial action is required to meet production requirements and follow-through accordingly 3. Ensure source materials are loaded and recorded according to enterprise procedures 4. Identify data files on digital storage network where applicable
Prepare equipment for grading process	5. Ensure equipment is fully operational and work area is organised appropriately 6. Calibrate grading system for correct colour space using appropriate calibration standards 7. Complete tests prior to commencing grading process as required 8. Ensure frame count is set correctly at start of reel and record other initialisation settings as appropriate
Grade images for colour	9. Apply basic (primary) colour corrections for each scene to ensure overall balance 10. Balance colour and density for each shot according to normal appearance 11. Make suitable adjustments to each scene to suit client's production requirements 12. Apply appropriate system tools to enhance specific colour detail within each shot or image 13. Apply additional (secondary) corrections and shapes to meet specified production requirements 14. Record colour correction data established by grader for each shot according to equipment operating specifications 15. Where required, ensure additional digital effects comply with predetermined production requirements 16. Record out, or render, correctly graded material 17. Deal promptly and efficiently with problems that arise during the colour grading process to ensure that production deadlines are met 18. If appropriate, output colour correction data for printing
Finalise colour grading	19. View results on relevant format and make further corrections as required in consultation with production personnel 20. Check that grade and print requirements are met according to production requirements 21. Complete further job instructions 22. Produce required documentation to report on quality of graded output according to specified format 23. Log completed graded job and dispatch to required destination according to enterprise procedures 24. Review colour grading process and note areas for future improvement

Required Skills and Knowledge

Required knowledge
industry knowledge, e.g.: roles and responsibilities of project team members, e.g. post-production personnel, laboratory technicians, archivists, and telecine and video operators issues and challenges that arise in the context of colour grading moving images film language and terminology phases in the production and post-production process film handling techniques principles and techniques of colour negative grading relationship of primary and secondary colours and colours of special relevance to colour grading negative limitations of colour reproduction in various film and digital display systems application of colours in terms of contributing to the mood of moving images purpose of calibration standards in the colour grading process OHS requirements as they relate to working for periods of time on close-up work and manual handling of film negative

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: colour grading of moving images that demonstrates an ability to: use colour grading equipment appropriately correctly interpret job instructions meet production requirements handle negative and print stock in a safe manner work to deadlines a collaborative approach to work effective communication skills attention to detail.
Context of and specific resources for assessment	Assessment must ensure: access to industry-standard colour grading equipment and software access to a range of moving images that require colour grading access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with a review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of performance during a series of practical demonstrations using colour grading equipment written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFBRD403A Transfer film to digital formats CUFPOS401A Edit screen content for fast turnaround CUFPOS404A Cut and match film negative CUFPOS405A Restore moving images.

Range Statement

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.
Relevant personnel may include:	assistant editor client colour grader/colourist director director of photography editor producer supervisor.
Production requirements may include:	colour density colour printing deadlines digital visual effects dry printing film genre format output, e.g. DVD, film frame count cue (FCC) mood optical printing production style wet printing.
Source materials may include:	colour negative computer generated images digital files duplicate negative film negative produced from exposed camera film footage optical effects negative original negative single or A and B rolls special effects - digital video.
Faults may include:	broken splices data errors dust emulsion distortion machine malfunction scratches solvent stains.
Equipment may include:	colour correctors, e.g. DaVinci, Lustre colour video analyser computer grading software computers film analyser film rewind benches paper tape paper tape punch synchroniser telecine (e.g. Spirit) viewing screen and computer.
Calibration standards may include:	chinagirl colour charts greyscales LAD (laboratory aim density) LUTs (look-up tables) monitor calibration trims.
Scenes may include:	mixes sequences shots single frames special effects titles.
System tools may include:	digital effects dynamic grading feature tracking histograms rotoscoping shapes, e.g. Power Windows.
Format may include:	DI (digital intermediate) DVD film, e.g.: contact work print positive image work print first answer print subsequent answer prints release print digital intermediate negative video website.
Production personnel may include:	artists author designers media asset creators producer programmer project manager supervisor other specialist creative and administrative staff.
Job instructions may include:	deadline details desired density of colour job card/job sheet job number mood requirements print lighting instructions print type production schedule stock type.
Documentation may include:	can labels, roll numbers colour grading data computer generated manually written job code, title and client details stock type.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - post-production

Co-requisite units

Co-requisite units

CUFPOS404A Cut and match film negative

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to cut and match negative against computer generated edit decision lists (EDLs) to produce a final cut negative or rolls of select takes. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Negative cutters apply the skills and knowledge outlined in this unit. They work closely with a range of post-production personnel and are responsible for producing negative cut in preparation for the production of a final exhibition print. This involves transferring footage shot on film to a digital format and using a non-linear editor to generate an EDL. They then cut and splice the original camera negative to conform to the EDL, or select sections of negative for further digital processing. Negative cutters carry a significant level of responsibility to ensure accuracy and total care of original negative film. They work generally in a broader production team and rely on detailed information from clients and other editing personnel. They may be responsible for supervising the work of others. Skills associated with preparing film for editing and non-linear editing are covered in: CUFPOS301A Prepare motion picture film for printing or transfer CUFPOS401A Edit screen content for fast turnaround.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for negative matching	1. Ensure that source material for productions is filed correctly and available as required 2. Liaise with relevant personnel to confirm production requirements to ensure negative matching is processed promptly 3. Retrieve original negative from storage and ensure that equipment is in good working order 4. Establish frame sequence required for final negative or for select takes according to production requirements 5. Review requirements as noted on edit decision lists prior to proceeding with negative matching 6. Manage negative with care to avoid damage during production process using appropriate protective gloves
Extract and match negative	7. Check frame sequence required for selected negative according to instructions and select designated takes 8. Identify and locate required frames on negative to match EDLs 9. Accurately cut selected frames until the negative matching process has been completed according to production requirements 10. Extract negative for opticals or digital treatment, complete necessary documentation and dispatch to required destination according to enterprise procedures 11. Supervise the work of others as required, ensuring that negative matching conforms with EDLs 12. Deal promptly and efficiently with problems that arise during the negative matching process to ensure that production deadlines are met
Assemble, clean and check negative	13. Attach leader film and label negative appropriately according to enterprise procedures 14. Assemble selected frames into correctly sequenced A and B rolls if required 15. Splice negative using correct editing procedures to meet final print criteria or scanning requirements 16. Assemble and label unused negative takes and store safely or return to relevant personnel according to enterprise procedures 17. Ensure that completed negative is clean and free from faults
Wrap up operations	18. Produce required documentation to report on the quality of selected negative 19. Ensure that negative is dispatched to the required destination according to enterprise procedures 20. Provide feedback on negative extraction and matching process to team members in a way that fosters a positive work environment 21. Review own performance on a regular basis and note areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
excellent communication and organisational skills sufficient to: liaise with relevant production personnel, e.g. editors, directors, producers supervise team members plan and schedule aspects of post-production processes related to negative matching organise content logically and accurately self-management skills sufficient to: prioritise work tasks work under pressure meet deadlines seek expert assistance when problems arise problem solving skills sufficient to anticipate and deal with problems that arise in the context of extracting and matching negative technical skills sufficient to: use a range of negative extraction and matching equipment use relevant file management protocols for specified operating systems observe safety procedures when handling negative and work print rolls, and hazardous materials, such as cleaner solvents literacy and numeracy skills sufficient to: interpret relevant documentation prepare reports in relation to the negative extraction and matching process document, log and file source and edited materials implement and record time codes and copies
Required knowledge
attributes of a range of film types film handling techniques the properties and applications of different types of cleaning solvents industry knowledge, including: roles and responsibilities of project team members, e.g. post-production personnel, laboratory technicians, archivists, telecine and video operators issues and challenges that arise in the context of extracting and matching negative film language and terminology phases in the production and post-production process well-developed understanding of current editing techniques and application of different methods OHS requirements as they relate to working for periods of time on close-up work, manual handling of film negative and cleaning solvents duty of care to colleagues

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: extraction and matching of negative that demonstrates an ability to: correctly interpret computer generated EDLs and job instructions handle negative cleanly, carefully and accurately follow correct safety procedures when handling film negative and hazardous materials work to deadlines attention to detail a collaborative approach to work, including the ability to supervise the work of others.
Context of and specific resources for assessment	Assessment must ensure: access to editing equipment and software that enables the management of EDLs and other data opportunity to work on a range of relatively complex materials involvement with film laboratory procedures access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of negative extraction and matching process undertaken by the candidate to determine whether the output meets requirements direct observation of candidate cutting and matching film negative written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPOS301A Prepare motion picture film for printing or transfer CUFPOS401A Edit screen content for fast turnaround BSBWOR402A Promote team effectiveness.

Range Statement

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.
Relevant personnel may include:	assistant editor colour grader/colourist director director of photography editor producer sound editor.
Production requirements may include:	deadlines grading requirements special effects.
Negative may be:	black and white negative colour negative duplicate negative negative produced from exposed camera film footage original negative.
Equipment may include:	cement and ultrasonic splicers commercial processing machines computers edit bench film rewind benches film splicers synchronisers ultrasonic cleaning machines, of a commercial or industrial nature video replay decks.
Edit decision lists may include instructions regarding:	composition dialogue effects transitions, e.g.: wipes dissolves fades use of graphics frame ratio and rate frame numbers: head tail glitches, faults, drop-outs image treatment or digital repair music soundtrack special effects speed takes tempo - duration of shots and segments timing.
Digital treatment may include:	digital animations digital image repair digital opticals digital visual effects graphics motion effects titles transitions.
Documentation may be:	can labels client instructions computer generated edited fine cut work print EDLs (edit decision lists) job code, title and client details log sheets manually written roll numbers shot/camera lists stock type.
Print criteria may include:	correct alignments flush edge splices jump free rolls pressure resistant.
Faults may include:	broken splices data errors dust emulsion distortion machine malfunction scratches solvent stains.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - post-production

Co-requisite units

Co-requisite units

CUFPOS405A Restore moving images

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to restore moving images that have originated from film and video material. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The skills and knowledge described in this unit apply to operators involved predominantly in the restoration of moving image material transferred to digital, digital intermediate workflows and video-based material. Generally, these operators work in production houses specialising in film to digital transfers, film archive organisations, or motion picture film laboratories. In most circumstances, operators at this level work under the supervision of a senior operator.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify work requirements	1. With reference to documentation, identify the type and format of image data received, the level of restoration required, and the required output format 2. In consultation with relevant personnel, identify deadlines for production of completed restoration and ensure work is planned to meet production requirements
Power on and calibrate equipment	3. Power on equipment according to manufacturer specifications and enterprise procedures 4. Log in to the system and activate restoration equipment 5. Calibrate equipment, e.g. monitor for colour consistency and render nodes for access times 6. Undertake regular equipment checks according to enterprise procedures
Operate restoration system	7. Transfer image data from received external media to restoration equipment 8. Import image data onto restoration equipment 9. Apply restoration tools to image data depending on the level of restoration required and the parameters of the tools 10. Assess the resultant image against the original for quality and artefacts, according to the level of restoration required 11. Export image data in the required format according to intended use
Complete work operations	12. Send sample image data to client for comment, respond appropriately to feedback and receive final go-ahead 13. Complete documentation and assign metadata as required 14. Archive image data onto appropriate media according to enterprise procedures 15. Transfer completed image data from restoration equipment to external media 16. Transfer or deliver final image data to client 17. Review restoration process and note areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: interpret and clarify restoration requirements liaise with relevant personnel, e.g. technicians, editors, archivists and external clients work collaboratively in a production team environment self-management and planning skills sufficient to: prioritise work tasks work under pressure meet deadlines seek expert assistance when problems arise technical skills sufficient to: use a range of moving image restoration tools and software applications assess images for quality and artefacts computer skills sufficient to: effectively use a mouse and keyboard open and manipulate files using standard naming conventions connect external media, e.g. USB, firewire and network drives transfer image data to external media calibrate a colour monitor defragment a hard drive open and close software applications receive and send emails implement image data storage options literacy and numeracy skills sufficient to: read and interpret restoration documentation and restoration system help files apply and record time codes and timings read and interpret calibration look-up tables complete workplace documentation problem solving skills sufficient to anticipate and deal with minor equipment set-up problems
Required knowledge
industry knowledge: roles and responsibilities of project team members, e.g. post-production personnel, laboratory technicians, archivists, telecine and video operators well-developed understanding of current image data formats and their application in post-production computer terminology and how it applies to restoration equipment colour space and how it is utilised in image restoration application of current image restoration tools, their performance level, and the contexts in which they should be applied issues and challenges that arise in the context of restoring moving images OHS requirements as they relate to working for periods of time on close-up work on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: restoration of moving images that demonstrates an ability to: use moving image restoration equipment appropriately judge image quality for artefacts, stability, and frame rate connect and use a range of external media understand and use image data correctly interpret production schedules/instructions work to deadlines a collaborative approach to work attention to detail.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate moving image restoration hardware, software and tools access to suitable image data to restore access to variety of external media types access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with a review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of performance during a series of practical demonstrations using restoration equipment written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPOS301A Prepare motion picture film for printing or transfer CUFPOS403A Colour grade moving images.

Range Statement

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.
Documentation may include:	email online help paper-based manuals/instructions work orders verbal discussions.
Image data formats may include:	digital cinema still image video web streaming.
Relevant personnel may include:	archival staff clients editors laboratory personnel producer production management personnel supervisor telecine operators video operators.
Equipment may include:	computer and video monitors network connections raid towers and mass storage devices render farms restoration software room lighting workstations, e.g.: MS Windows Mac Linux-based other image software, e.g. Photoshop.
External media may include:	CD/DVD digital linear tape (DLT) email network drives USB/firewire flash memory USB/firewire hard drive.
Restoration tools may include:	de-flicker de-interlace de-shake dust frame interpolation line scratch noise replace sharpen stabilisation time stretch.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - post-production

Co-requisite units

Co-requisite units

CUFPOS501A Edit complex screen productions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to edit complex productions in film, television and interactive media. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Senior editors apply the skills and knowledge described in this unit. They are responsible for editing a wide range of screen material for complex productions, such as feature films, television dramas and interactive digital media products. A high degree of technical competency is expected, along with a high level of creativity, since senior editors play a key role in the creative visualisation of concepts, plots and story-lines. Even though senior editors operate with a high degree of autonomy, they work closely with producers, directors and sound engineers, and are often responsible for supervising other members of a post-production team. Contemporary editing practices involve the use of non-linear digital equipment, but knowledge and skill with a comprehensive range of techniques remains an important asset. Skills associated with managing the post-production process are covered in: CUFPPM602A Plan and manage film and media post-production.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify post-production briefs	1. Confirm technical and creative criteria associated with proposed productions in close consultation with relevant production personnel 2. Contribute meaningful and creative solutions for productions based on a thorough analysis of editing processes and available documentation 3. Brief post-production staff on production goals and encourage them to contribute creative ideas consistent with production concepts 4. Appraise technical and creative criteria for potential impact on post-production schedules and relevance to production briefs 5. Notify relevant production personnel of issues that may adversely affect the post-production process and negotiate appropriate solutions as required
Prepare for edit	6. Confirm proposed treatment with relevant production personnel 7. Assess source materials as they become available and monitor for technical and creative relevance to meet production requirements 8. Ensure source materials are available in required format and are compatible with editing equipment and operating software 9. Explore alternative editing decisions where initial concepts are proving unworkable and discuss with relevant production personnel 10. Assess requirements for consumables and arrange for adequate supplies to be provided
Undertake editing activity	11. Identify potential shots and sequences, including additional materials to achieve envisaged creative outcomes 12. Organise and file selected materials into accessible storage systems according to enterprise procedures 13. Provide technical and creative feedback to relevant production personnel on source materials as they are received and suggest creative solutions to resolve identified problems 14. Maximise creative outcomes through appropriate use of post-production techniques while maintaining integrity of overall production 15. Arrange for specialised post-production techniques to be carried out by suitably qualified production personnel, ensuring production schedules and timelines are maintained 16. Monitor quality of edited materials according to production briefs and arrange for viewing and evaluation by relevant production personnel on an ongoing basis 17. Implement changes and modifications based on ongoing evaluation of edited materials and provide relevant production personnel with accurate documentation for each post-production stage 18. Ensure that OHS requirements are met according to enterprise procedures
Finalise edits	19. Check editing requirements have been met and report on problems encountered during post-production 20. Compile final editing decisions and display final cuts for evaluation and confirmation by relevant production personnel 21. Update required documentation and record and file according to enterprise requirements 22. Review and reflect on own performance and note areas for improvement 23. Provide feedback on performance to post-production colleagues where appropriate

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
well-developed communication, literacy and teamwork skills in the context of: briefing and supervising post-production team members liaising with senior production staff, e.g. directors, producers interpreting scripts and other production documentation completing workplace documentation technical skills sufficient to: use the full range of features of industry-standard vision and sound editing software edit material in both non-linear and linear configurations utilise file management protocols for specified operating systems digitise pre-recorded content, e.g. film, analogue video self-management and planning skills in the context of: working under pressure and to tight deadlines organising television, film and interactive media content logically and accurately managing work calmly and effectively to achieve goals and results addressing and solving problems in a timely and collaborative manner initiative and enterprise in the context of: visual story-telling visualising and interpreting creative concepts numeracy skills sufficient to implement and record time codes and copies
Required knowledge
industry knowledge, including: roles within and structure of the film and television industry, including a thorough understanding of the roles and capabilities of post-production personnel current and emerging technologies available for post-production activities current and historical industry practices and productions industry terminology for both broadcasting and film making phases of the production process creative and technical elements of a range of productions issues and challenges that arise in the context of editing for complex screen productions in-depth knowledge of current post-production techniques and editing conventions as listed in the range statement features of a comprehensive range of vision and sound editing software, facilities and equipment for film, television and interactive media sound understanding of filmmaking conventions as listed in the range statement under shots and sequences copyright, moral rights and intellectual property legislation in relation to ethical standards and protocols for editors working on film, television and interactive media industries duty of care to colleagues and general public OHS procedures in relation to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: effective editing of an extended range of screen content that: meets the creative requirements of a production takes account of technical and resource constraints ability to edit material within timelines collaborative approach to work, including the ability to supervise team members.
Context of and specific resources for assessment	Assessment must ensure: access to a range of editing equipment and materials currently used by the film, television, or interactive media industries opportunity to work on a range of relatively complex materials opportunity to supervise a team of post-production personnel access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of extended sequences edited by the candidate for at least two types of different screen productions written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFANM403A Create titles for screen productions CUFPPM602A Plan and manage film and media post-production.

Range Statement

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.
Technical and creative criteria may include:	ADR (additional dialogue recording) analogue black broadcast quality colour bars colour burst complex vision and sound mixes digital effects film leaders grading lateral solutions non-broadcast quality production style/aesthetics sound quality story-line tape black vision quality visual expression.
Productions may include:	animated productions commercials documentaries feature films interactive programs music videos pre-recorded events or performances, e.g. concerts, live events short films television productions, e.g. music, drama, comedy, variety, sport.
Production personnel may include:	assistant editor CGI (computer generated imagery) personnel colour graders designers director director of photography editor laboratory technicians music composer picture editing producer production designer production manager sound editing sound effects studio crew technical director writers other technical/specialist staff.
Editing processes may include:	digital non-linear film interactive media kine linear - tape to tape off-line online.
Documentation may include:	assembly order camera reports computer generated contracts EDLs (edit decision lists) fault reports hire agreements list of sequences with relevant shot numbers log sheets for location manually written manufacturer specifications/instructions marked-up scripts marked-up transcripts memos of instruction operational/project plan production notes production schedules scripts sound recordings sound reports sound sheets time-code printout wild-line and sound effects log sheets.
Post-production staff may include:	assistant editors digitiser editors laboratory technicians mixer negative cutters SFX operator sound engineer.
Treatment may include:	aesthetics characters ideas presentation screenplay script structure.
Source materials may include:	audio tapes camera tapes CDs DVDs film graphics internet stills work prints work tapes.
Production requirements may include:	ADR (additional dialogue recording) animations atmosphere tracks durations effects graphics music production titles time code, e.g.: SMPTE/EBU, e.g. VITC, LTC burned-in code keyed-in code MIDI (MTC) edge code/number voice-overs.
Format may include:	audio/sound, e.g.: DAT AIFF WAV MIDI magnetic tape computerised data film of any gauge graphics stills video of any format, e.g.: DVC VHS Beta HDTV.
Editing equipment may include:	computers: Mac, PC digital non-linear, e.g. Mac G5, Avid editing bins flat-bed film viewer, e.g. Steenbeck linear, e.g. tape to tape pic sync rewinders synchronisers video recorders/replay, e.g. Beta, VHS viewers, e.g. Moviola, flat-bed viewer.
Software may include:	computer programs, e.g. Final Cut Pro EDL software Flash freeware Illustrator Photoshop shareware
Editing decisions may include:	action cutting aspect ratios cinematic time, e.g.: flashback, flash forward, condensing time, expanding time parallel editing composition coverage dialogue effects transitions, e.g.: wipes dissolves fades use of graphics frame ratio and rate framing freeze frames jump cut music narration pacing script changes soundtrack special effects style/aesthetics tempo - duration of shots and segments timings voice-overs.
Consumables may include:	chinagraph pencils computer disks cotton gloves film cans film leader labels marker pens sound tapes of any format, e.g.: DAT cartridge compact audio cassette reel to reel spare videotapes of any format, e.g.: DVC Beta VHS mini-DVD HDTV splicing glue, splicing tape.
Shots and sequences may include:	angles, e.g.: three-quarter over the shoulder level high low tilt camera viewpoint, e.g.: objective subjective point of view cinematic time, e.g.: flashback flash forward condensing time expanding time parallel editing sequences, e.g.: vision cuts sound editing audio excerpts voice-over music rough cuts fine cuts shots, e.g.: wide shots mid shot medium close-ups close-ups two shot long shot wide-angle high-angle low-angle bird's eye pans tilts cutaways two shots noddy reverses.
Additional materials may include:	archival footage: sound images file images stills stock footage: sound images.
Storage systems may include:	computer hard drives data disks, e.g. DVD, CD, Blu-ray film bins iPods optical disks, e.g. holographic.
Problems may include:	audio levels break in control track distorted audio faulty equipment glitches non-sync issues poor exposures retakes sound and vision drop-outs.
Post-production techniques may include:	animations aspect ratio atmosphere inserts colour grading editing conventions, e.g.: jump cut cut away cut in cut out fades and dissolves freeze frame action cutting (before, during and after the action) montage continuity (crossing the line, eyeline) consistency of style interactive elements optical effects pacing rhythm sound effects special effects, e.g. Adobe After Effects, Photoshop story-telling transitions.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - post-production

Co-requisite units

Co-requisite units

CUFPPM301A Plan and prepare programs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan and prepare material for television or radio programs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Production assistants employed by television or radio networks apply the skills and knowledge described in this unit. They could be working on daily or weekly programs where the target audience and program style have already been defined. Programs could be pre-recorded or live. Even though a producer or director typically supervises program preparation, production assistants are expected to work autonomously within clear guidelines. At community stations, program presenters usually prepare and present their own material. Skills associated with recording and editing routine audio material for radio are covered in: CUFSOU302A Compile audio material for broadcast.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan program content	1. Identify items to include in programs in line with program profile and in consultation with team members 2. Focus on perspective of audience when deciding on format of program content 3. Identify information sources for program content 4. Set deadlines for preparation of material in consultation with team members 5. Identify back-up items to cover unforeseen shortfalls in content 6. Identify material that could result in a breach of laws or regulations and resolve issues in consultation with relevant personnel 7. Book production facilities and equipment required to prepare program content
Assemble program items	8. Write draft content as required observing the conventions of writing broadcast copy 9. Seek feedback on draft copy from relevant personnel and revise accordingly 10. Determine a sequence for program items with the aim of maximising audience attention span 11. Use running sheets to document timing of all items within the total time allocated to programs 12. Collect items from other team members as required 13. Submit all presentation material and completed documentation to relevant personnel by agreed deadlines
Contribute to evaluation of programs	14. Participate in debriefing sessions about the effectiveness of programs 15. Note areas for improvement in own area of responsibility and take action accordingly 16. Note ideas for future program content and follow up as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: clarify program content requirements work as a member of a production team - both independently and under direction use information networks organisational and self-management skills sufficient to prepare program content within tight timeframes aural and visual discrimination skills sufficient to determine whether technical quality of material is acceptable for broadcast literacy skills sufficient to write routine presentation material numeracy skills sufficient to fit all content items into allocated program time
Required knowledge
industry knowledge, including: roles and responsibilities of production team members industry terminology issues and challenges that arise in writing content typical structures for on-air presentation, e.g. continuity, light and shade, pace, content to match time of day, and duration of segments basic understanding of common law and broadcasting codes of practice sufficient to identify issues that could lead to legal action OHS standards as they relate to working in a broadcasting environment

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: efficient preparation of program content within given parameters on a regular basis collaborative approach to work ability to work under pressure and to meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to production situations that require the preparation of program content access to current information about, and persons able to advise on, laws and regulations that apply to broadcasting access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of program outlines and running sheets prepared by the candidate in response to a range of briefs written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFRES201A Collect and organise content for broadcast or publication CUFSOU302A Compile audio material for broadcast CUFWRT301A Write content for a range of media.

Range Statement

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.
Items may include:	archival material comedy segments commercials community announcements drama segments front and back announcements interviews live crosses music news sponsorship announcements sports programs telephone calls traffic reports weather reports.
Elements of a program profile may include:	duration style of program target audience time of broadcast.
Aspects to consider in relation to format may include:	level of language used to present information mix of content in terms of: story angles emotional appeal of content objective or subjective presentation of information opinions aired by presenters, guests and interviewees music talk personalities forward promotion of items packaging of information, e.g. in manageable 'chunks'. tone of presentation.
Information sources may include:	broadcast news and current affairs colleagues community organisations government departments industry professional associations internet literature manufacturers people involved in events personal observations and experience print media reference material in libraries, museums and galleries.
Laws or regulations may include:	broadcasting codes of practice contempt of court copyright defamation obscenity privacy legislation racial vilification.
Relevant personnel may include:	broadcasters directors editorial staff legal advisers producers production managers program managers reporters station managers supervisors technical staff volunteers' coordinators writers.
Content to be written may include:	basic interview questions copy to forward promote items intros and outros links.
Conventions of writing broadcast copy may include:	active voice brevity conversational style: use of first and second person contracted verb forms, e.g. didn't, you've, etc. repetition or summary of key message short sentences visual writing.
Presentation material may include:	giveaways music CDs recorded material scripted items.
Documentation may include:	Australasian Performing Rights Association (APRA) log sheets cue sheets, including intro and outro cues, and duration release forms running sheets.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM401A Produce programs and program segments

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to produce television or radio programs and program segments. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Television and radio producers apply the skills and knowledge outlined in this unit. Programs and program segments can be pre-recorded, presented live-to-air or re-purposed for online access. Producers are responsible for ensuring that all aspects of programs meet production requirements and display a solid understanding of audience behaviour and expectations. Even though producers generally operate with a fair degree of autonomy, they are members of a production team and are expected to contribute to overall program planning, particularly in relation to generating creative ideas for programs. Skills associated with researching material for programs are covered in: CUFRES401A Conduct research.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Undertake pre-production	1. Brief relevant personnel about program content and other production requirements 2. Collaborate with relevant personnel to determine best way to address technical aspects of productions 3. Ensure that all research undertaken for programs is reliable and completed by agreed deadlines 4. Ensure that no program material breaches broadcasting laws or regulations 5. Ensure that all program material is prepared in line with target audience needs, production requirements and timelines 6. Structure programs to build and maintain audience interest throughout 7. Identify and organise appropriate interviewees, contributors and talent for programs 8. Identify back-up items to cover unforeseen shortfalls in program content
Produce program segments	9. Ensure that all program material for segments is recorded in line with running sheets 10. Review recorded program segments to determine if they meet production requirements and re-record as required 11. Complete documentation related to program segments in accordance with enterprise procedures 12. Submit program segments for broadcast to relevant personnel
Produce programs	13. Check with relevant personnel that all production facilities are operational before recording or going live 14. Provide presenters with advice, direction and feedback to ensure that interaction with interviewees, contributors and talent meets production requirements 15. Cue guests and other content in a timely fashion 16. Advise relevant personnel of technical problems as they occur to minimise disruption to program flow 17. Monitor pace and flow of programs and take action to bring them back on track if necessary 18. If producing live broadcasts, allow time for presenters to respond appropriately before the end of programs to any issues that arise 19. Submit programs for broadcast to relevant personnel
Contribute to program planning	20. Debrief with relevant personnel about how well programs achieved creative and technical goals 21. Incorporate suggestions for improvement into future programs 22. Generate ideas for programs, looking always for fresh angles and perspectives on topics 23. Discuss ideas with relevant personnel and seek approval to follow through into production

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
well-developed communication and literacy skills sufficient to: deliver clear briefings to production staff and program guests provide clear verbal and non-verbal cues during productions interact appropriately with people from diverse cultural backgrounds, particularly in sensitive situations interpret and complete workplace documentation teamwork skills sufficient to: foster cooperation and creative synergy within production teams give and receive constructive feedback on performance technical skills sufficient to: use common features of word processing, spreadsheet and database applications direct the editing of program segments use two-way communication devices aural discrimination skills sufficient to ensure that sound levels are consistent in a television context, visual discrimination skills in relation to advising on the overall look of visual content initiative and flexibility sufficient to: resolve unexpected problems generate and realise ideas that lead to programs that engage, entertain and inform audiences manage a range of tasks concurrently self-management and planning skills sufficient to: work under pressure and meet deadlines manage work calmly and effectively to achieve goals and results well-developed organisational and administrative skills numeracy skills sufficient to interpret budgets and cost estimates
Required knowledge
industry knowledge, including: roles and responsibilities of personnel sound understanding of artistic and technical elements of programs issues and challenges that arise in producing programs audience behaviour patterns, including principles behind building and maintaining audiences sound understanding of common law and broadcasting regulations as listed in the range statement OHS standards as they relate to the operations of a television or radio station

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to integrate a number of different tasks simultaneously when producing programs ability to analyse and use research material effectively when producing programs covering a range of topics programs recorded over a period of time that demonstrate an ability to structure content in a way that maintains audience interest ability to lead and motivate a small team.
Context of and specific resources for assessment	Assessment must ensure: access to media production facilities to record programs and program segments access to video or audio playback equipment to enable evaluation of recordings by the candidate access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of programs produced by the candidate, including discussion with candidate about the process followed to produce the programs observation of the candidate producing programs or program segments written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDRT401A Direct television programs and segments CUFRES401A Conduct research CUFWRT403A Write narration and current affairs material.

Range Statement

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.
Relevant personnel may include:	announcers broadcasters clients contestants interview subjects journalists performers presenters producers program hosts program managers and directors sales representatives technical directors other technical/specialist staff.
Production requirements may include:	attributions audience budget capabilities of the studio confidentiality content contractual copyright deadlines direct quotes duration ethics intellectual property interviews location purpose schedule style.
Technical aspects may include:	archival sources audio and video streaming music online follow-up, e.g. chat forums podcasting sound effects special effects stereo imaging tone of voice visual effects voices - speaking and choral.
Programs may include:	documentaries live events and performances magazine and chat music news and current affairs online special features and forums sporting events talkback.
Program material may include:	comedy segments commercials community announcements current affairs drama segments front and back announcements interviews music news pre-recorded segments sound effects sponsorship announcements sports segments telephone calls.
Broadcasting laws or regulations may include:	broadcasting codes of practice contempt of court copyright defamation intellectual property obscenity privacy legislation program classification and content standards racial vilification.
Target audience needs may include:	access and representation education entertainment information understanding.
Contributors and talent may include:	academics artists community representatives contestants government representatives historians members of the general public news-makers performers philosophers scientists sports people topic specialists.
Documentation may include:	on-air front and back announcements cue sheets log sheets program documentation, including: broadcast date and time track numbers plot and thematic information master and copy.
Production facilities may include:	live feeds outside broadcast equipment studio equipment for television and radio: control booth equipment talkback and telephone.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM402A Schedule radio playlists

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage playlists for radio broadcasting stations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The person who applies the skills and knowledge described in this unit is typically involved in planning, coordinating and even presenting programs. Scheduling playlists for radio broadcasting stations involves making decisions about music for differing program styles, obtaining clearances for its use and assembling it in production order for ultimate on-air transmission. Even though people in this position report to station management or a program director, they operate with a reasonable degree of autonomy. More complex skills associated with developing program schedules are covered in: CUFPPM501A Develop and monitor program schedules.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Determine music for playlists	1. Assess features of station's scheduling software to ensure production requirements can be met 2. Identify requirements for music content from relevant production sources 3. Select music that matches station aims, policies and codes of practice 4. Ensure music selections and styles reflect audience research and preferences 5. Use scheduling software to assemble overall playlist and rotation frequencies to meet station requirements 6. Incorporate commercial schedules and slots into schedule as required 7. Check playlists for completeness and confirm with relevant production personnel that playlists meet overall production requirements and daily time requirements
Monitor and manage playlists	8. Confirm availability of content supplies and organise appropriate clearances and fees where applicable 9. Check and confirm that music selections meet requirements for station format, standards and durations 10. Ensure rotation contains music selections and styles identified in market research as a trend 11. Monitor and update playlists and rotations to meet changes in station policies 12. Review current research data and introduce new music selections and styles to reflect changes in audience attitudes or perceived trends
Coordinate and manage availability of music	13. Identify costs of content and compare them with available budgets 14. Identify cost over-runs and take action to remedy by conferring with relevant production personnel 15. Ensure scheduled music is available in appropriate formats and meets required technical standards and quality 16. Prepare and complete necessary documentation to record full details of music content in schedules

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
well-developed communication, teamwork and literacy skills sufficient to: interpret market research into the music preferences of target audiences liaise with production staff and music suppliers complete documentation in relation to obtaining clearances to use music aural discrimination skills sufficient to determine an appropriate mix and sequencing of music selections technical skills sufficient to: use scheduling software to organise and manage playlists test and verify appropriate format standards, e.g. DVD and CD self-management and planning skills sufficient to: meet deadlines ensure that music selections are available according to schedules numeracy skills sufficient to interpret budgets and cost estimates
Required knowledge
industry knowledge, including: roles and responsibilities of personnel in the radio industry industry terminology issues and challenges that arise in scheduling radio playlists sound knowledge of: music genres audience markets and their characteristics technological developments in relation to distribution of content copyright, royalty and legal issues and procedures associated with broadcasting music principles of scheduling and rotation systems broadcasting codes of practice program classifications OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: radio playlists compiled using industry-standard scheduling software ability to interpret audience research and create playlists to meet specific market criteria collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to current industry-standard scheduling software access to music inventories and commercial schedules access to current information on copyright issues in relation to the broadcasting of music access to audience research data access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of radio playlists scheduled by the candidate, including discussion with candidate about rationale for the playlists written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM501A Develop and monitor program schedules.

Range Statement

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.
Examples of scheduling software may include:	commercially available music scheduling software, e.g. Selector, Music Master, Music 1, NETIA (note: the latest versions of software applications should be used in training programs) customised in-house system.
Production sources may include:	audience research internet music sites music charts, e.g. top 40 music magazines music rotates music stores and suppliers promoters ratings record companies station IDs station inventories station personalities.
Music selections and styles may include:	adult contemporary adult oriented rock blues classical contemporary hits easy listening gold golden oldies jazz news and talk pop R&B soul sport talk techno.
Audience research and preferences may include:	feedback focus groups music types ratings sales figures surveys.
Station requirements may include:	broadcast legislation codes of practice defamation laws ethical standards image station branding station policies station style target audience.
Commercial schedules may include:	competitions front and back sells promotions station IDs tracking system for commercials and spots trailers.
Production personnel may include:	librarians music suppliers musicians on-air personalities program director station manager other technical/specialist staff.
Production requirements may include:	attributions audience budget confidentiality content continuity of content contractual copyright deadlines direct quotes duration intellectual property interviews locations royalties style.
Daily time requirements may include:	midnight - dawn breakfast 9.00am - noon noon - 4.00pm drive 6.00pm - 9.00pm 9.00pm - midnight.
Appropriate formats may include:	cassette CD/DVD digital MP3 vinyl.
Documentation may include:	clearances contacts contracts copyright records daily schedule sheets inventories playlists ratings data royalty payments schedules.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM403A Coordinate film and media production services and resources

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to coordinate resources across a wide range of screen, media and entertainment activities. Teamwork is a key feature of this role and generally speaking people in this position are responsible for supervising a team, while reporting to a production manager or director/producer. Employment is often on a freelance basis. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Production coordinators, unit managers and first assistant directors are typically responsible for applying the skills and knowledge described in this unit. Typical screen, media and entertainment productions include drama, documentaries, and television or radio coverage of live events such as the Olympic Games, national and state elections, theatre productions, live concerts and festivals. The scale of a production or event will determine whether one or more people are responsible for these activities. More complex skills associated with location management are covered in: CUFPPM504A Manage locations for film and media productions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Coordinate administrative requirements	1. Confirm resources required for productions, in consultation with relevant production staff 2. Assess required production resources against allocated budgets and recommend adjustments to production resources and allocated budgets as required to relevant production staff 3. Prepare, update and distribute production documentation in line with enterprise procedures 4. Advise suppliers of changes to requirements according to agreed procedures 5. Prepare and coordinate travel and accommodation arrangements for production staff 6. Prepare briefing material for written and verbal communications to production staff 7. Maintain production progress reports and records, and monitor production budgets 8. Maintain resource documentation 9. Coordinate transport of resources and personnel as required depending on location and location services available
Organise production resources	10. Identify appropriate sources for required resources 11. Identify and research new sources of supply where required 12. Negotiate costs to achieve optimum budget outcomes 13. Procure production resources in a timely manner, including organising agreements with suppliers and providers as required 14. In consultation with relevant personnel, identify and source alternative resources should preferred resources be unavailable 15. Book resources as required to meet production brief and budget, and according to organisational procedures
Coordinate resources and services during productions	16. Prepare and distribute daily production documentation to relevant production staff 17. Make regular checks on supply and condition of resources with relevant production staff 18. Manage efficient distribution of resources throughout production, maintaining sufficient supply of resources to meet production requirements, budget and schedule 19. Ensure resources are handled and stored correctly 20. Communicate changes to the availability of resources and to production documentation in a timely manner
Finalise production services	21. Assist with finalising outstanding accounts with suppliers 22. Ensure office files and records are stored safely and in a suitable format 23. Prepare documentation at conclusion of production in line with organisational procedures 24. Return hired facilities, place valuable props and consumables in secure storage and dispose of unneeded materials according to organisational procedures 25. Leave worksite in the original or improved condition, ensuring no adverse impact on the site 26. Evaluate own role in provision of production services and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: liaise with a wide range of production staff supervise team members convey changes to production schedules in an effective and efficient manner prepare production documentation initiative and flexibility sufficient to: locate resources undertake a range of tasks concurrently capacity to solve problems while under pressure with minimum disruption to workflow technical skills sufficient to use standard word processing, database and spreadsheet applications sufficient to coordinate production services self-management skills sufficient to: prioritise work tasks work under pressure and meet deadlines seek expert assistance as required literacy skills sufficient to prepare briefing notes and complete workplace documentation numeracy skills sufficient to interpret budgets and cost estimates
Required knowledge
well-developed understanding of administrative procedures associated with running a production office industry knowledge, including: structure of relevant screen, media or entertainment industry sector roles and responsibilities of personnel issues and challenges that arise when coordinating production services impact of technology on production operations broad understanding of the artistic and technical elements of a production typical industry booking system and procedures for production resources sources of supply for production resources required protocols and content of letters of agreement and supplier agreements duty of care to colleagues and the general public, especially on location OHS and public safety procedures as they relate to coordinating production services

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: strong teamwork capacities, including the ability to work under direction and to supervise others effective management and monitoring of the acquisition and use of production resources knowledge of industry protocols and procedures in relation to acquiring a range of production resources and services ability to work within production deadlines and to organise appropriate documentation relevant to production needs and schedules effective organisational and time management skills demonstrated through the management of multiple and complex resource requirements.
Context of and specific resources for assessment	Assessment must ensure: access to production schedules or other source material access to current industry operational documentation, e.g. details of supplier contracts, brochures and schedules practical demonstration of skills through the management and monitoring of resource acquisition for multiple productions exposure to and hands on experience with office procedures and processes involvement of and interaction with a production team to reflect the collaborative nature of the production process access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of production documentation produced by the candidate, including discussion with candidate about the process followed to coordinate production services written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUETEM01C Coordinate production operations CUETEM03C Establish and manage production requirements and resources.

Range Statement

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.
Resources may include:	camera and sound equipment catering facilities computers costumes fixed line telephones four-gallon drums location caravans loud hailers make-up van marquees or shelters microwave links mobile telephones office furniture office space office supplies props sets signage studio facilities tables and chairs toilets two-way radios vehicles.
Productions may include:	animated productions commercials documentaries feature films festivals music videos outside television and radio broadcasts range of multimedia productions short films stage performances.
Production staff may include:	associate producer camera personnel cast, performers, presenters and extras co-producer design personnel director executive producer lighting personnel producer production manager safety personnel sound personnel stage manager technical director technical producer writers other technical/specialist staff.
Production documentation may include:	daily production schedules and call sheets, including: call time set-up time wrap and departure times for cast, crew and production resources location details of production facilities 1. budget reports 2. cast lists 3. contracts 4. copyright records 5. courier booking sheets 6. crew lists 7. databases 8. location photographs and maps 9. maps and location plans 10. progress reports 11. scripts and script revisions 12. shooting schedules 13. stock and asset records 14. telephone and address records 15. transport order forms 16. travel booking sheets 17. visas 18. work permits.
Resource documentation may include:	booking details clearances and permits records of dispatch and return details resource inventories, including information on: type amount location history servicing schedules.
Locations may include:	day and night exterior location, e.g. street festival or sporting arena interior location, e.g. theatre or entertainment venue land-based outside broadcast van or studio sea-based television or film studio.
Location services may include:	fire equipment generators microwave links pedestrian and vehicle access power sources recreational facilities, including barbeque facilities sewage and drainage shelters transmission facilities water supply.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM404A Create storyboards

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create storyboards. The creation of storyboards is a critical skill in the design and development of a broad range of digital content, including video, film, animation and interactive media. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Depending on the type and scale of production, a range of people could be responsible for creating storyboards, including storyboard artists, designers, producers and information architects. In the film and television industry, people creating storyboards work closely with directors to visualise productions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan storyboards	1. In consultation with relevant personnel, clarify storyboard requirements for productions with reference to scripts and stories 2. Identify factors that affect type of storyboard to be created 3. Contribute ideas in pre-production meetings to help refine storyboard requirements 4. Research and select suitable amount of storyboard tools for a given purpose 5. Obtain sign-off from relevant personnel on the type of storyboard to be created
Draft storyboards	6. Break down content, scripts and stories into frames 7. Specify storyboard elements for each frame 8. Specify the logical linear or non-linear frame sequence, showing the connection between each frame 9. Provide descriptions for each frame 10. Seek feedback on work in progress from relevant personnel and incorporate ideas and feedback as appropriate 11. Ensure draft storyboards are clear and legible and show sufficient detail for production teams to use
Finalise storyboards	12. Present draft storyboards to relevant personnel for discussion and feedback 13. Refine storyboards as required to incorporate feedback 14. Ensure that final storyboards present accurate visual interpretations of scripts, stories or text and meet all agreed specifications 15. Make back-up copies of storyboards as required according to organisational procedures 16. Submit storyboards to relevant personnel by agreed deadlines 17. Review the process of creating storyboards and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions interpret scripts and specifications work collaboratively in a team environment present storyboards to team members for discussion or implementation respond constructively to feedback received from other team members analytical skills sufficient to break down content, stories and scripts into discrete elements technical skills sufficient to use storyboard techniques initiative sufficient to visualise and interpret creative concepts self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members sound understanding of the artistic elements of a production for which a storyboard is being created issues and challenges that arise when creating storyboards drawing techniques, including drawing to scale OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: creation of clear and logical storyboards that meet specified requirements ability to visualise creative concepts ability to work effectively as a member of a production team.
Context of and specific resources for assessment	Assessment must ensure: access to scripts, stories or texts that can be used as the basis for creating storyboards access to current industry-standard software as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of at least two storyboards created by the candidate observation of a candidate presenting his/her storyboard to team members and explaining how it meets agreed requirements written or oral questioning to test knowledge of the process followed to create a storyboard and the respective roles and responsibilities of team members.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFDIG402A Design user interfaces CUFDIG502A Design web environments CUFDIG503A Design e-learning resources CUFDIG504A Design games CUFDIG505A Design information architecture CUFDIG506A Design interaction CUFDIG507A Design digital simulations.

Range Statement

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.
Relevant personnel may include:	asset creators authors clients content experts directors graphic designers information architects navigation designers other writers producers programmers scriptwriters user interface designers other technical/specialist staff.
Productions may include:	animated films animations commercials feature films interactive media products, such as: e-learning products websites games promotional products information products music videos short films television productions.
Factors may include:	animation requirements availability of personnel availability of resources budget delivery platform, including: internet CD/DVD video film games console kiosk mobile telephone personal digital assistant (PDA) print media graphic requirements length of script or story style of production, including: comic drama educational light entertainment target audience timelines.
Storyboard tools may include:	digital software, such as: PowerPoint Inspiration StoryBoard Artist Studio StoryBoard Pro paper and cards pen and pencil storyboard sheets templates.
Frames may include:	key frames for animation moments for film and video pages for websites scenes screens for interactive media shots.
Storyboard elements may include:	actor's movement backgrounds camera angles camera shots, such as: extreme close-up close-up medium shot long shot extreme long shot decisions directions frame composition lighting props sets.
Descriptions for frames may include:	dialogue duration media narration script elements sequence number shot composition, such as: static zoom tilt pan dolly track sound effects speech bubbles text content transitions, such as: simple cut black fade in and fade out.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM405A Floor manage studio shoots

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to coordinate personnel during a studio shoot for screen, media or entertainment productions. Teamwork is a key feature of this role, which involves the supervision of others. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	In a television context, floor managers apply the skills and knowledge described in this unit. Floor managers are responsible for ensuring that broadcasts run smoothly from the studio floor. They are the link between the director in the control room and the studio floor. Floor managers ensure that sets, props and technical equipment are safe and ready to use and in the right place prior to broadcast. They are also often responsible for audiences being seated in good time. On a studio shoot for a feature film, a first or second assistant director takes on this role. Skills associated with managing locations other than a television studio, are covered in: CUFPPM504A Manage locations for film and media productions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Establish production parameters	1. Confirm and discuss production requirements and schedules that reflect industrial awards and workplace agreements with relevant personnel 2. Provide advice regarding technical, artistic and safety concerns that may affect production schedules
Oversee preparation for productions	3. Identify and rectify potential problems that could affect the smooth running of productions and inform relevant personnel as required 4. Ensure that all pre-production technical checks are completed within required timeframes and make technical adjustments as required 5. Ensure that resources required for the production are available and functional and are in line with design specifications and OHS and public safety legislative requirements 6. Brief cast and crew as required to maintain information flow about production requirements, including changes to production schedules 7. Distribute call sheets to cast and crew in a timely manner 8. Liaise with PR staff about publicity requirements for productions and follow through accordingly 9. Brief all personnel on safety issues and procedures in the event of emergencies during studio shoots 10. Ensure that arrangements are in place for the secure storage of cast and crew valuables during productions
Run productions	11. Oversee movement of physical elements and operation of equipment in line with production schedules and running sheets 12. Direct cast or guests to designated areas according to production requirements 13. If required, seat and brief audiences 14. Give clear instructions, cues and time counts to cast and crew in line with production schedules and running sheets 15. Identify any problems and resolve conflicts with minimum disruption to productions 16. Pass information and progress reports from live events to studio presenters, as required 17. Monitor production and performance elements to ensure consistency, quality and adherence to OHS regulations
Finalise productions	18. Complete production documentation according to organisational procedures 19. Ensure studio is returned to its original or an improved state 20. Ensure that production resources are stored securely and safely for future use 21. Store and dispose of consumable props as necessary 22. Organise repairs to production resources or equipment as required and in line with organisational procedures

Required Skills and Knowledge

Required skills
well-developed communication, literacy and teamwork skills sufficient to: deliver clear briefings to cast and crew give timely and clear instructions, cues and time counts meet and greet studio guests interact with people from diverse cultural backgrounds liaise with a wide range of production staff complete routine workplace documentation interpret production schedules and running sheets supervise studio floor crew technical skills sufficient to: use standard word processing, database and spreadsheet applications communicate effectively in a live production environment using two-way communication equipment initiative and flexibility sufficient to: deal efficiently with conflict and unexpected problems during live productions balance conflicting needs when negotiating solutions to production matters manage a range of tasks concurrently self-management and planning skills sufficient to: work under pressure and meet deadlines manage work calmly and effectively to achieve goals and results make decisions within own level of responsibility and authority well-developed organisational and administrative skills
Required knowledge
creative elements of productions OHS and public safety procedures sufficient to maintain a safe studio production environment industry knowledge, including: roles within and structure of the film and television industry role and features of technologies and equipment used to shoot film and television productions industrial awards and workplace agreements in relation to working hours and conditions phases of the production process duty of care to colleagues and general public

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: effective coordination of all aspects of a production intended for broadcast on more than one occasion ability to manage a range of tasks simultaneously knowledge of the roles, responsibilities and chain of command within the relevant media sector well-developed verbal communication skills sound knowledge of OHS regulations and procedures in the context of floor managing a studio shoot.
Context of and specific resources for assessment	Assessment must ensure: access to production situations requiring a floor manager interaction with a cast and crew typically involved in productions intended for broadcast access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate floor managing a studio shoot to assess candidate's ability to supervise studio floor crew and interact appropriately with talent and other personnel written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFDRT401A Direct television programs and segments CUESMT10B Organise and facilitate rehearsals.

Range Statement

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.
Production requirements may include:	audio audio visual camera catering child care costume hair and/or wigs lighting make-up props sets special effects transport.
Relevant personnel may include:	camera personnel director lighting personnel performers: cast talent presenters contestants extras producer production staff sound personnel technical director technical producer other technical/specialist staff.
Potential problems may include:	equipment failure inappropriate audience behaviour no-shows of equipment, performers or crew poor weather conditions punctuality of cast, extras and crew technical.
Productions may include:	commercials films live or pre-recorded television productions, including: music drama comedy variety sport news current affairs game or quiz shows forums or special events music videos.
Pre-production technical checks may include:	camera communication systems, e.g.: microphones headphones lighting sound.
OHS and public safety legislative requirements may include:	commonwealth, state and territory regulations relevant local government rules and regulations relevant national and international standards, guidelines and codes of practice.
Information on call sheets may include:	call times, which may depend on requirements, such as: hot camera time rehearsal time reshoot make-up wardrobe cast names and contact telephone numbers client crew names and contact telephone numbers equipment job locations shooting dates wet weather contingencies wrap times.
Designated areas may include:	green room make-up special effects wardrobe.
Content of audience briefings may include:	action or responses required of audience at specific points in the production emergency procedures safety requirements timing of the show what happens during filming when the program will be aired.
Instructions and cues may include:	changes to shoot or production schedule cues may also be: hand signals visual, e.g. light or torch verbal computer-based instructions from control room to studio floor stand-bys.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM406A Organise production locations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify and organise access to production locations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Personnel responsible for finding suitable production locations apply the skills described in this unit. Productions include film or television shoots, live broadcasts and events, such as concerts, festivals and theatre performances. Typically a director, production designer or production manager provides an outline of the type of location required and is responsible for making the final decision about locations to be used. Based on the outline provided, a production coordinator will then research, assess and organise access to appropriate production locations. More complex skills associated with location managing film or television shoots are covered in: CUFPPM504A Manage locations for film and media productions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify and assess suitable locations for productions	1. Liaise with relevant production staff to identify and confirm production requirements, which include production documentation 2. Conduct site inspections and prepare briefs on prospective locations for presentation to director or other production staff 3. Establish and maintain database of contacts for all nominated and potential locations 4. Develop a production/operational plan to establish required resources for selected locations, including documenting logistical requirements 5. Reach agreement on locations to be used in consultation with relevant production staff
Arrange access to locations	6. Arrange and confirm access to locations with owners or authorities as required 7. Negotiate and conclude contractual agreements necessary to secure locations, in consultation with relevant production staff 8. Maintain and file all records of contracts and agreements in line with organisational procedures 9. Maintain liaison with owners and authorities to ensure integrity of production schedules, creative requirements and location plans 10. Ensure that production staff and members of the public understand conditions associated with use of locations

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
well-developed communication and literacy skills sufficient to: undertake contractual and community negotiations about access to locations compile clear written and verbal reports in relation to suitability of locations technical skills sufficient to operate standard word processing, spreadsheet and database applications initiative and enterprise sufficient to find locations that meet the creative and technical requirements of productions self-management skills sufficient to: meet deadlines take personal responsibility at the appropriate level
Required knowledge
industry knowledge, including: structure of the relevant industry sector roles and responsibilities of personnel issues and challenges that arise when organising locations sound understanding of legal and administrative requirements of contracts and agreements in relation to gaining access to locations protocols associated with gaining access to cultural, religious or heritage sites duty of care to colleagues and general public, especially on location OHS and public safety procedures sufficient to carry out productions in a wide range of locations

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: preparation of written and verbal information that enables decisions to be made about the suitability of sites ability to negotiate access to sites with sensitivity and good faith in relation to the rights of owners and authorities development of contracts.
Context of and specific resources for assessment	Assessment must ensure: opportunities to survey and negotiate access to a range of production locations access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of location documentation produced by the candidate, including discussion with candidate about the process followed to organise locations written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUETEM01C Coordinate production operations CUETEM03C Establish and manage production requirements and resources.

Range Statement

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.
Production staff may include:	assistant directors assistant location managers camera personnel cast and performers: presenters announcers contestants extras general public audience directors emergency services, including: ambulance fire department police, police rescue services security services helicopter services lighting personnel producers security personnel sound personnel technical directors technical producers trained medical personnel unit managers writers other technical/specialist staff.
Production requirements may include:	audience budget capabilities and conditions of location or site confidentiality content contractual copyright deadlines direct quotes duration intellectual property interviews purpose schedule style.
Production documentation may include:	barcodes budget reports cast lists contracts copyright records courier booking sheets crew lists databases location photographs and maps maps and location plans progress reports scripts and script revisions shooting schedules stock and asset records telephone and address records transport order forms travel booking sheets visas work permits written, including electronic and hard copy.
Locations may include:	aircraft interior and exterior ships studios theatres vehicles virtual.
Presentation may include:	computer-based presentations emails photographs signage and notices summary sheets verbal briefings written reports.
Productions may include:	animated productions commercials documentaries educational resources feature films filmed events or performances music videos short films live broadcasts television productions of any type.
Location resources may include:	cabling generators lights make-up sets and set dressings switchboards underwater lights utilities: electricity gas water telephone wardrobe.
Logistical requirements may include:	access roads and pathways barricades hard-wired radio frequency (RF) intercoms mobile telephones parking signage for public transmission facilities, including: satellite microwave links two-way radios vehicles: company organisation hired private.
Owners and authorities may include:	authority responsible for site or location emergency services local, state and federal authority police private owner territorial authority utility authority or supplier.
Conditions associated with use of locations may include:	condition of return to owner damage recovery liability dates heritage restrictions indigenous rights or customs specific to site noise restrictions payment bond permission to change elements times use of heavy vehicles.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM407A Coordinate continuity

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to provide continuity services in the screen, media and entertainment industry sectors. Managing correct continuity during a production is about ensuring consistency of the characteristics of persons, plot, objects, places and events. Continuity is essential to ensure smooth transitions between shots and scenes, thus facilitating post-production editing. The process of continuity involves tracking details of each shooting session, knowing that many scenes are shot out of sequence. Accuracy in continuity is crucial in preventing costly retakes or revisions after the production phase has been completed. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The role of continuity is carried out usually by a continuity supervisor or script supervisor. This person is the prime liaison between director and editor, but may be answerable to a producer. The person also communicates script changes to cast and crew, including props, make-up and wardrobe. The role is described often as the scribe for a production. A script supervisor takes notes on all details required to recreate the continuity of a particular scene, location or action.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare scripts for continuity	1. Analyse and break down scripts to determine continuity implications of scenes to be shot 2. Collaborate with relevant production staff to determine most efficient shooting sequence 3. Prepare relevant continuity documentation to deliver basic continuity information for each scene 4. Identify story days and sequence of story within the script and mark against production schedule 5. Note continuity information on script, production schedules or in a continuity diary according to organisational or standard industry practices 6. Confirm dialogue requirements with relevant production staff to verify purpose and storyline
Conduct continuity during production phase	7. Log information for each action or take on script or in continuity diary 8. Produce detailed notes on all elements associated with each scene to enable precise reproduction at a later date if required 9. Take photographs of all characters, sets and locations to assist facilitation of continuity 10. Time and record duration of all sequences during shoots 11. Describe shots in terms of relevant technical information according to organisational requirements 12. Provide progress reports to relevant production staff as required and update continuity documentation on an ongoing basis during productions
Advise on continuity during productions	13. Advise director of effects of changes to dialogue and other elements and their implications for production schedules and costs 14. Communicate approved changes to cast and crew in terms of effects on them either verbally or through relevant continuity documentation 15. Liaise with personnel from other departments responsible for specific areas of continuity to ensure that correct continuity for the whole production is maintained 16. Advise director of continuity problems according to organisational procedures and offer solutions

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: work effectively as a team member advising on continuity issues negotiate changes to shooting sequences with minimum disruption to schedules self-management skills sufficient to work under pressure and to deadlines analytical and planning skills sufficient to: analyse scripts and production schedules contribute to the planning of shooting schedules initiative and enterprise sufficient to anticipate continuity problems and address them in a timely and efficient manner literacy skills sufficient to interpret and provide written documentation, e.g. shot lists, labelling and script changes numeracy skills sufficient to make and record accurate timing sequences technical skills sufficient to operate a stills camera in the context of taking continuity photos
Required knowledge
protocols as they relate to production operations continuity conventions, including: direction and line of action crossing the line eyeline types of shots angles position of cameras position of performers script changes visualisation and interpretation of creative and technical concepts sufficient to coordinate all aspects of production continuity industry knowledge, including: structure of the screen, media and entertainment industry sectors roles and responsibilities of production personnel filmic language and terminology administrative procedures and documentation associated with running a production issues and challenges that arise when coordinating continuity duty of care to colleagues and general public OHS and public safety legislation and regulations as they apply to film and television sets and locations

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: attention to detail ability to document a wide range of information accurately ability to work under pressure and work effectively as a team member effective organisation of information.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through coordinating continuity for at least two productions access to productions requiring continuity access to scripts for analysis access to a range of sets, wardrobe, props and locations on which to practise continuity skills access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of continuity documentation produced by the candidate, including discussion with candidate about the process followed to coordinate continuity written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFCOS301A Maintain costume continuity CUFMUP402A Maintain make-up and hair continuity.

Range Statement

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.
Production staff may include:	camera operator director director of photography editor heads of department lighting personnel make-up producer props props supervisor second assistant camera sound personnel studio personnel technical director wardrobe wardrobe supervisor.
Continuity documentation may include:	checklists coloured pages for script variations computer generated digital images lined scripts logging information make-up and hair plans manually written memos of instruction photos production schedules progress reports props lists running sheets shooting scripts.
Continuity information may include:	camera and sound rolls comments for review make-up details: hairstyle personal appearance of performer special requirements in action sequences number of takes props details: placement of accessories performers' use of props condition of props special requirements of action sequences pyrotechnics and firearms scene details script breakdown slate numbers sync takes timings wardrobe details: costume appearance costume condition performer appearance in costume.
Action or takes may include:	dialogue details direction of movements duration of scenes duration of takes or shots number of takes or repeats positions of main actors variations to script during production.
Technical information may include:	ambience of location camera model focal length lighting details sound details types of lenses used weather conditions.
Progress reports may include:	crew overtime overall timings scene timings scenes shot schedule updates, e.g. incomplete progress shooting ratios start and finish times.
Productions may include:	animated productions commercials documentaries feature films interactive media productions music videos short films television productions of any type.
Specific areas of continuity may include:	make-up props special effects wardrobe.
Continuity problems may include:	issues related to storyline logic of action screen direction, e.g. crossing the line viewer experience and feedback weather conditions.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM408A Compile production schedules

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to compile schedules for productions or events in the screen, media and entertainment industries. The task of compiling production schedules is a significant aspect of pre-production planning in the screen, media and entertainment industry sectors. Even though people in this role operate with a high degree of autonomy, they are members of a production team and need to work collaboratively with colleagues. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Senior production personnel, such as production or event managers and coordinators, apply the skills and knowledge described in this unit. Depending on the size of the production, this person may also be responsible for developing the resource schedule on which the production schedule is based. More complex skills associated with managing pre-production activities are covered in: CUFPPM601A Plan and manage film and media pre-production.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Confirm resources required	1. Analyse and interpret resource schedules to confirm resources required for each stage in the production process 2. Consult with all departments involved in the production to clarify and confirm their requirements 3. Confirm accuracy and feasibility of resource schedules against overall production requirements 4. Conduct discussion with colleagues in a manner that promotes positive working relationships 5. Identify non-resource issues that may affect production schedules and collate and compile relevant information
Compile production schedules	6. Create appropriate production timeline, ensuring that schedule identifies clearly and accurately major responsibilities, stages, tasks and target dates required to deliver productions within budget and to deadline 7. Ensure that schedules clearly and realistically allocate the resources required 8. Identify and accommodate issues that could affect the timing and sequence of tasks within schedules 9. Allocate time to each stage of the production that is realistic and sufficient to enable objectives to be met 10. Ensure that time allocated enables efficient use of resources 11. Identify factors that may cause production delays and develop contingency plans to accommodate possible delays
Finalise production schedules	12. Ensure schedules are accurate, comprehensive and presented clearly 13. Distribute schedules promptly to relevant personnel and allow adequate opportunities for them to ask questions and seek clarification 14. Resolve difficulties and ambiguities in the understanding or implementation of schedules as required 15. Revise schedules as required and communicate changes promptly to relevant personnel 16. Develop and maintain an appropriate, clear and easily accessible recording system for all information relating to production schedules

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
effective communication, literacy and teamwork skills sufficient to: interpret resource schedules interact with people with diverse interests and needs and from diverse cultural backgrounds negotiate with a wide range of production personnel and external suppliers and service providers generate and distribute accurate production schedules well-developed planning and organisational skills sufficient to prepare production schedules that take all resource factors into account self-management skills sufficient to work under pressure and meet deadlines initiative and flexibility sufficient to identify and accommodate factors that may have an adverse impact on production schedules technical skills sufficient to use scheduling software efficiently numeracy skills sufficient to interpret budgets and cost estimates
Required knowledge
well-developed understanding of: administrative procedures associated with compiling production schedules commonly used techniques for creating production schedules different ways of presenting production schedules formats and features of resource schedules and associated production documentation industry knowledge, including: roles and responsibilities of personnel in the screen, media and entertainment production industries sound understanding of artistic and technical elements of productions or events, sufficient to be able to schedule all aspects appropriately provisions of relevant industrial awards as they apply to the scheduling of production personnel sources of products, supplies and equipment impact of technology on production and post-production operations issues and challenges that arise when compiling production schedules duty of care to colleagues and general public OHS legislation and regulations as they apply to scheduling of production personnel

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: effective use of scheduling tools and techniques to create accurate and practical production schedules that take account of relevant issues effective communication, negotiation and problem solving skills collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: development of more than one production schedule for an actual production, to ensure that skills can be adapted to different circumstances development of production schedules within commercially-realistic time constraints involvement of and interaction with others to reflect the collaborative nature of the scheduling process access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of production schedules compiled by the candidate, including discussion with candidate about the process followed to produce schedules written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUETEM01C Coordinate production operations CUETEM03C Establish and manage production requirements and resources CUFPPM403A Coordinate film and media production services and resources.

Range Statement

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.
Resources may include:	equipment facilities human resources, e.g. cast and crew materials.
Stages in the production process may include:	performance or event delivery post-production pre-production production.
Productions may include:	animated productions commercials documentaries feature films interactive media productions live events music videos short films television productions of any type theatre productions.
Issues may include:	access to rehearsal facilities access to venues and locations availability of performers and contributors availability of technical crew climate and weather continuity contract agreement and compliance daylight hours legal requirements logistics religious and cultural holidays.
Factors may include:	community and local action against factors within productions equipment failure illness industrial action weather.
Relevant personnel may include:	art department personnel choreographers designers directors performers and presenters producers safety personnel script supervisors scriptwriters stage managers technical crew, including: sound lighting camera audiovisual staging special effects venue management.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM409A Organise and facilitate rehearsals

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to organise and facilitate rehearsals across a range of productions. The core of the job involves setting up the logistics and communication channels to ensure rehearsals run smoothly. It entails preparing essential documentation, liaising with cast and crew, and locating and preparing rehearsal venues. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The skills outlined in this unit apply to film, television and live productions or events. Coordinating rehearsals is typically the role of a production manager or stage manager in conjunction with a producer or director. In film and television production, floor managers (television) or first assistant directors (film and television) conduct rehearsals. Skills associated with the artistic direction of rehearsals are covered in: CUFDRT501A Direct rehearsals of performers.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Select and secure rehearsal facilities	1. Determine requirements for rehearsal facilities through liaison with relevant production personnel and analysis of rehearsal documentation 2. Develop accurate and complete specifications for rehearsal venues to facilitate the research process 3. Research potential or nominated rehearsal venues using appropriate information sources and research methods 4. Assess suitability of venues based on comparison of services against specifications 5. Complete a risk assessment on potential venues and integrate findings into selection and planning processes 6. Negotiate and liaise with venue management to ensure requirements can be met, and to address potential problem areas 7. Provide clear and accurate briefings on rehearsal options to relevant production personnel, including recommendations and rationale 8. Book venue and confirm venue arrangements accurately in writing when selection process is finalised
Coordinate physical requirements for rehearsals	9. Measure and mark up rehearsal facilities according to the needs of productions, including design and specifications 10. Organise required physical elements according to rehearsal schedule and daily requirements 11. Arrange appropriate and timely transportation of physical elements at the rehearsal facility according to production specifications 12. Ensure that physical elements are set up, checked by relevant production personnel, and operating according to design specifications 13. Monitor set-ups to ensure that OHS and public safety standards are implemented, with reference to organisational policies and procedures 14. Advise production personnel of the nature and limitations of physical elements
Prepare and distribute rehearsal documentation	15. Ensure required contractual arrangements for venues, production personnel and others are in order, in line with organisational policies and procedures 16. Identify information and documentation required by all production personnel involved in rehearsals 17. Circulate relevant, current and accurate information to production personnel in a timely manner to minimise potential disruptions to rehearsal 18. Develop schedules according to provisions in the relevant award, enterprise agreements and budget 19. Amend schedules and production documentation as necessary to reflect required changes and distribute to appropriate personnel
Facilitate communications during rehearsals	20. Deal with requirements of creative and technical participants in a tactful and sensitive manner, taking into account any cultural or language differences 21. Communicate with creative and technical participants regularly throughout the rehearsal process in an open manner to maintain positive working relations 22. Broker resolution of any technical problems by facilitating discussions between performers and technical crew 23. Take appropriate action to meet creative and technical requirements of participants 24. Process administrative requirements of cast and crew, including extras, as required
Participate in rehearsals	25. Participate in rehearsals, providing technical assistance as required 26. Monitor rehearsals and stage manage, if required, according to production requirements 27. Calculate and record performance timings for use in production documents 28. Participate in production meetings or post-rehearsal note sessions to identify any production problems and resolve with the minimum of disruption to the rehearsal process and budget 29. Organise and confirm arrangements for future rehearsal sessions with relevant production personnel as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interact effectively with people with diverse interests and needs foster a cooperative team environment resolve conflicts that arise during rehearsals with various stakeholders deliver clear briefings to cast and crew during rehearsals develop complex production documentation well-developed planning and organisational skills sufficient to: research and find appropriate rehearsal facilities coordinate rehearsals self-management skills sufficient to: provide appropriate and timely production documentation meet production deadlines initiative and flexibility sufficient to: anticipate and respond to new rehearsal requirements work with the possibilities and limitations of staging and technical rehearsal elements numeracy skills sufficient to: interpret budgets measure and mark up rehearsal facilities calculate and record performance timings
Required knowledge
industry knowledge, including: content and format of production documentation roles and responsibilities of those involved in the rehearsal process relevant industrial awards for performers and technicians, particularly in relation to scheduling rehearsal times different types of rehearsal venue requirement for varying types of productions information sources for venue information features and requirement of typical venue contracts overall understanding of technical and artistic element of productions differences between elements used during rehearsals and actual production elements duty of care to colleagues and general public relevant OHS legislation and regulations, particularly in relation to the set-up and safe operation of a rehearsal area

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to source and oversee the set-up of rehearsal facilities that meet production needs ability to communicate effectively and resolve conflicts in production rehearsals knowledge of technical aspects of the rehearsal process collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to potential and actual venues where rehearsals could realistically take place access to physical production elements access to relevant industrial awards access to relevant OHS regulations access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed. The assessment context must provide for: practical demonstration of skills through the sourcing and set-up of a rehearsal facility for an actual production, plus the facilitation of the rehearsal process interaction with and involvement of a production and performance team involved in the rehearsal process.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate working in a rehearsal context to assess candidate's ability to interact with other personnel review of schedules and other production documentation prepared by the candidate written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit discussion with the candidate about the management of rehearsals, challenges faced and how these were overcome.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUESMT11B Create, update and use production reference documents CUESMT12B Analyse performance outline/script CUFPPM405A Floor manage studio shoots.

Range Statement

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.
Rehearsal facilities may include:	green room make-up room venues: located at actual production or event venue located off-site from venue in-house facility hired facility theatres, studios interior or exterior locations wardrobe area.
Production personnel may include:	artistic directors assistant stage managers audience camera personnel choreographers designers floor managers lighting personnel non-regular performers, e.g.: understudies replacements second cast swings supernumeraries extras performers, e.g.: regular cast members musicians masters of ceremony special guests public speakers conference speakers panel members, e.g. debating team singers actors extras production coordinators production designers production managers safety officers sound personnel stage managers staging assistants staging personnel technical directors and producers technicians, e.g. sound and lighting venue management other technical/specialists staff.
Rehearsal documentation may include:	accident report forms agent lists artists call sheet, e.g. publicity call sheets bump-in schedules cast and crew call sheets company or organisation lists contact lists contracts distribution lists dressing-room lists front-of-house information ground plans memos petty cash forms preliminary cue synopses production meeting agenda production meeting minutes production plans production schedules props lists rehearsal reports rehearsal schedules scene breakdown and working division scenery lists technical plots, e.g. fly plots and dome plots texts tour itineraries understudy and covers lists venue information wardrobe lists.
Briefings may include:	announcements briefing papers and reports briefing with production staff public relations venue plans verbal and written instructions.
Productions may include:	animations commercials documentaries feature films filmed events interactive media productions live events live or pre-recorded productions of any type: music drama comedy variety sport news and current affairs game shows forums or special events music videos short films theatre productions.
Physical elements may include:	cameras costumes flooring lights make-up mirrors musical instruments noticeboard production desk props resin box secure storage of such things as personal property and valuable props sets tables and chairs technical equipment waiting area warm-up area.
Requirements of creative and technical participants may include:	organisation of publicity materials and events organisation of all types of calls, including: costume fitting make-up action technical cast and crew publicity and photos training specialist, e.g. voice, music and dance.
Administrative requirements may include:	accommodation contracts, such as for venue hire and extras insurance payroll petty cash time sheets transport.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM501A Develop and monitor program schedules

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create program schedules for television and radio broadcasters. It requires the application of skills associated with planning, implementing and monitoring viable program schedules for radio and television. In this context, a programmer or scheduler liaises closely with program buyers and suppliers. A sound knowledge of program inventories is required, as well as a thorough understanding of demographics and audience flows and behaviours. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Programmers generally report to senior station managers, including program directors such as directors of television or radio. Requirements may vary according to whether a commercial, public or community broadcaster is involved, but the process outlined in this unit is common to all three sectors. Skills associated with conducting market research are covered in: CUFRES401A Conduct research.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Assess market requirements	1. Analyse audience research and statistics to assess current performance of station's program schedule 2. Identify target audience requirements, markets and demographic parameters as the basis for program scheduling 3. Liaise with relevant personnel to determine direction and nature of programs required to meet broadcaster's policies and objectives 4. Document appropriate market research and consumer patterns in viewing or listening as required
Assess current program schedule	5. Assess current program inventory and types and suggest additions or variations to it in order to meet broadcaster's policies and objectives more effectively 6. Assess performance indicators of current scheduling to determine strategies to increase or consolidate audience shares 7. Evaluate market segments already catered for in the current schedule and identify market segments that may require additional or new programming 8. Assess program schedule in terms of revenue performance and return on investment where applicable, according to station policies and objectives 9. Consider strategies for scheduling programs across a range of distribution and transmission channels
Plan program schedules	10. Devise program schedules that achieve desired audience shares in line with station requirements, policies and codes of practice 11. Ensure program schedules maximise audience flows and audience demographic targets 12. Consider program scheduling decisions in terms of audience appeal, interest and variety 13. Ensure programs have appropriate weighting according to required impact and response 14. Obtain sign-off on implementing proposed schedules as required
Monitor program schedules	15. Monitor, evaluate and assess program schedules on a continuing basis to ensure they continue to meet audience targets 16. Modify program schedules as required in consultation with relevant personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
well-developed analytical and literacy skills sufficient to: interpret market research data and findings assess the implications of ratings information evaluate the effectiveness of programs communication and teamwork skills sufficient to: deliver clear briefings and presentations on scheduling issues liaise with a wide range of production and management staff compile written and verbal reports, with particular emphasis on audience and program analysis initiative and enterprise sufficient to: generate a range of scheduling options to meet audience and station needs contribute to the development of long-term strategic goals for the organisation technical skills sufficient to operate industry-standard scheduling software visual and aural discrimination skills sufficient to determine an appropriate mix and sequencing for programs numeracy skills sufficient to interpret budgets and cost estimates
Required knowledge
industry knowledge, including: audience markets and their characteristics technological developments in relation to the distribution of content ratings ways of structuring program schedules program classification and content standards OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of at least two program schedules that meet the needs of a television or radio station well-developed communication and organisational skills ability to analyse and draw conclusions from a range of research materials collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to relevant program inventories or to ratings and market research availability of a range of audience profiles as targets for program schedules access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of program schedules developed by the candidate, including discussion with candidate about the process followed to develop and monitor the schedules written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM402A Manage radio playlists CUFRES401A Conduct research.

Range Statement

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.
Program schedules may include:	commercial advertising community announcements competitions front and back sells general programs liners music news and weather breaks station identification station imaging and branding trailers.
Target audience requirements may include:	attraction full coverage key points understanding.
Relevant personnel may include:	agencies archives copyright agencies departmental heads marketing staff presenters program acquisitions' staff ratings personnel researchers specialist program makers station managers transmission staff.
Policies and objectives may include:	broadcast codes of practice broadcast standards ethical standards indigenous law and protocols station policies.
Program inventory and types may include:	advertisements/commercials arts and review comedy cooking shows documentary drama education forum or panel game shows interviews lifestyle live music news and current affair political satire religion sport talkback youth, children and adult.
Performance indicators may include:	audience demographics audience feedback focus groups market research presenter profiles press coverage ratings revenue figures.
Distribution and transmission channels may include:	AM or FM transmission broadband closed circuit television fixed line or point to point interactive media microwave links mobile telephones personal digital assistants (PDAs) podcasts satellite.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM502A Write pre-production safety reports

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare and distribute safety reports prior to screen productions. Authors of pre-production safety reports are responsible for identifying all sources of information that may affect the safety and security of personnel engaged in a proposed screen production activity. During the preparation of reports, they consult with production and location unit managers, safety supervisors, stunt actors and coordinators, special effects personnel, and other specialist production staff. The information is collated into a concise report that identifies all areas of potential risk and proposes solutions that comply with relevant legislative and regulatory requirements and codes of practice. Pre-production safety reports for film and television productions must be written by a person who has been approved by the Media, Entertainment and Arts Alliance (MEAA) in accordance with Clause 3(a)(i) of the Australian Recommended Safety Code for Film and Television.

Application of the Unit

Application of the unit	Consultants approved by MEAA and pre-production personnel involved in planning for safety management on small-scale productions, apply the skills and knowledge described in this unit. Skills associated with the development and implementation of safety plans are covered in: CUFPPM503A Manage safety aspects of screen productions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Collect information for pre-production safety reports	1. Liaise with relevant personnel to interpret and confirm overall production requirements 2. Gather relevant screen production information, including stunt and action sequences 3. Undertake site inspections with relevant personnel or commission and receive site-specific report 4. Determine camera positions to be used during filming 5. Determine positioning and movement of all cast and crew for shots to be filmed 6. Inspect props and sets involved in the production, if available before production
Evaluate information	7. Establish and maintain an accessible information management system 8. Analyse and document research findings for use during the development of safety reports 9. Evaluate initial information collected and liaise with relevant personnel to obtain additional information requirements 10. Identify any specialist personnel or skill sets required to execute filming sequences 11. Determine any specialist equipment, harnessing and personal protective equipment (PPE) requirements 12. Determine first aid requirements for cast and crew involved in the production 13. Identify any licensing, legislative and regulatory requirements and engage in dialogue with designated regulatory bodies to ensure compliance
Draft pre-production safety reports	14. Draft reports that identify and document known or potential safety and security hazards 15. Generate specific findings in reports that are relevant to production requirements 16. Identify potential additional or altered production requirements to be considered and incorporated during the development of draft reports
Finalise pre-production safety reports	17. Present draft safety reports to relevant personnel for review 18. Undertake negotiations based on initial evaluation of draft reports, as required 19. Analyse and amend safety reports based on production and location management feedback 20. Present final safety reports to relevant personnel for executive sign-off and distribution 21. Ensure that relevant technical and regulatory support documentation is included in final reports

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: engage with a wide range of screen production personnel work collaboratively in a team environment understand the creative visualisation process inherent in producing content for screen productions undertake high-level negotiations based on industry-specific requirements problem solving skills sufficient to make valid determinations based on a range of high-level quantitative and qualitative data drawn from relevant industry codes and legislative requirements organisational, planning and literacy skills sufficient to: interpret scripts, production schedules, technical reports, and licensing and regulatory documents use information management systems to research and write complex, factually accurate and comprehensive reports that address safety and security issues identified through workforce consultation well-developed self-management skills sufficient to: work under pressure provide appropriate and timely records and documentation meet deadlines technical skills sufficient to use routine word processing and database applications sufficient to prepare safety reports
Required knowledge
industry knowledge, including: familiarity with screen production techniques, camera positions and equipment organisational culture, structure and roles and responsibilities of film crew and specialist production and location management personnel involved in screen productions sources of specialist information on safety issues issues and challenges that arise in writing pre-production safety reports access procedures and protocols for engaging with emergency and medical services detailed knowledge of the Australian Recommended Safety Code for Film and Television, including stunts and special effects, first aid and armoury familiarity with: procedures for the safe execution of special effects, stunt and action sequences common industry hazards and their potential for causing harm safety practices required to remove, isolate or minimise hazards safety implications associated with using camera, sound and lighting equipment OHS legislation and regulations as they relate to screen productions, e.g. licensing requirements for identified high-risk occupations relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia, and local government construction rules and regulations environmental and land use legislation and regulations as they relate to safe transport and use of sets and props state and territory legislation covering the use of outdoor pyrotechnics and indoor theatrical effects legislative requirements for working with minors and animals

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: preparation of pre-production safety reports for screen productions that show evidence of: adequate research into, and consultation about, safety issues associated with productions accurate and clear documentation of findings and recommendations covering relevant safety issues detailed knowledge of the Australian Recommended Safety Code for Film and Television effective verbal and written communication skills.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the preparation and writing of at least two pre-production safety reports access to screen productions for which pre-production safety reports can be written access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of pre-production safety reports written by the candidate in terms of their effectiveness in addressing relevant safety issues written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to write pre-production safety reports for a range of screen productions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCOM501B Identify and interpret compliance requirements BSBPMG508A Manage project risk CUFPPM503A Manage safety aspects of screen productions.

Range Statement

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.
Productions may include:	animated productions commercials documentaries educational resources feature films filmed events or performances music videos short films television productions of any type.
Screen production information may include:	camera and equipment track and rigging requirements cast and crew lists costume and theatrical make-up requirements lighting and sound equipment and rigging requirements location lists and access requirements production schedules script, including: computer generated manually written in the form of a production schedule in the form of a call sheet, running sheet or rundown set and props construction and transportation specifications special effects specifications stunt and action sequence details.
Stunt and action sequences may involve:	animatronics and creatures armoury and ammunition automated and animatronic devices and controls cables computer controlled devices electrical and mechanical winches electro mechanical devices electronic devices electronic flashing and timing devices electronic hardware floor effects, including: weather effects fire and smoke collapsing and destruction falls water vehicle movements and crashes animals motion control systems motion control electronics and systems pneumatics power packs pyrotechnics, including: explosives detonators squibs smoke deflating materials confetti canons aerial and ground effect display shells and mortars.
Sites and environments for filming may include:	all weather conditions day and night on location - exterior on location - interior outside broadcast studio.
Relevant personnel may include:	art director designer director director of photography extra and stand-in performer fire and safety officer floor manager general public and local residents head of department lighting, sound and camera personnel local government authority personnel location or unit manager locations scout make-up personnel medic other specialist technical staff performer personnel with specialist expertise in stunt and action sequence execution producer production designer production staff pyrotechnic effects operator relevant film and television authorities that support location selection special effects department personnel special effects production personnel special effects supervisor or manager specialist licensed operator, including rigging, scaffolding and crane and lift operator stunt actor stunt coordinator stunt performer technical director transportation provider and crew wardrobe personnel.
Items for information management systems may include:	all data, contacts and documents collected certification agencies and arrangements draft and final safety reports licensing and regulatory requirements performance details and specifications.
Specialist personnel may include:	animal trainer armourer electrical, plumbing and rigging contractor emergency services personnel graded stunt personnel medical personnel providers of safety equipment and PPE pyrotechnics contractor or coordinator safety supervisor special effects coordinator structural engineer stunt coordinator veterinarian.
Legislative and regulatory requirements may include:	commonwealth, state and territory OHS regulations licensing bodies for high-risk occupations involving such things as: rigging scaffolding pressure vessels forklifts crane and lift tower operations relevant local government environmental planning and construction rules and regulations relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia.
Safety and security hazards may relate to:	emergency facilities and procedures available for each location covered by safety reports specialist equipment required for productions specialist personnel and skill sets required for productions.
Specific findings may include information on:	actions and recommendations for department heads, identifying potential risks and management strategies for their areas of responsibility areas where digital visual effects may be better used to minimise risk to cast and crew areas where licensing conditions or regulations require either a specialist in attendance or specialist advice or services, including: electricians mechanics emergency services pyrotechnicians location surveys, including terrain and building structures normal locations of first aid equipment on set plans to evacuate injured personnel to nearest medical services, especially where remote locations are used procedures to be followed to eliminate, isolate or minimise safety risks to cast and crew safety requirements of known equipment, vehicles, props, costumes, make-up and crew vehicles sequences where a safety supervisor or stunt coordinator will be required on set.
Documentation may include:	budgets call and running sheets cast and crew lists computer generated confirmation of receipt and dispatch notes copy of the current Australian Recommended Safety Code for Film and Television descriptive checklists of sets and props fault reports hire agreements location lists manually written manufacturer specifications and instructions material safety and data sheets (MSDS) and other product safety documents measurement charts memos of instruction OHS codes relevant to filming locations operational and project planning and organisation preliminary and final shooting schedules production schedules scripts set and props design sketches specialist documents required for the transportation of dangerous goods state and territory codes of practice relating to outdoor and theatrical pyrotechnics stock orders stock reports stunt and action sequence schedules technical drawings.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM503A Manage safety aspects of screen productions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop safety plans for screen productions based on pre-production safety reports. Depending on the size and type of production, location managers, production managers, or senior safety officers are responsible for developing safety plans based on pre-production safety reports. Safety plans document all known and potential risks and propose actions to address them that comply with relevant legislative and regulatory requirements and codes of practice. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	During productions, location managers, production managers or senior safety officers are responsible for implementing safety plans, thereby ensuring the safety and security of cast, crew and equipment at all times. Skills associated with the preparation of safety reports are covered in: CUFPPM502A Write pre-production safety reports.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Develop safety plans	1. Analyse and discuss findings and recommendations of draft pre-production safety reports with relevant personnel 2. From safety reports, identify priority actions and personnel and materials required for screen productions 3. Distribute final version of pre-production safety reports and communicate key findings to relevant personnel and organisations prior to commencement of filming 4. Identify specific safety personnel and skills sets required for screen production activity 5. Sequence production activities for effectiveness and efficiency, based on safety report and production schedule requirements 6. Recruit and roster specialist personnel and seek other specialist advice as required in line with pre-production safety reports 7. Ensure relevant personnel prepare action plans for hazardous sequences that comply with all codes, guidelines and procedures 8. Coordinate and participate in all location surveys to ensure production complies with recommended industry safety codes 9. Document safety plans in line with enterprise procedures, ensuring that all recommendations from pre-production safety reports have been addressed
Oversee safety aspects of production set-up	10. Confirm approval of hazardous sequences with relevant authorities prior to their execution 11. Distribute all plans, procedures and approvals to relevant personnel via daily call sheets 12. Ensure that all equipment, props, crew vehicles and their operators, and maintenance personnel meet licensing and regulatory requirements 13. Confirm that relevant personnel understand procedures for dealing with faulty or inappropriate production equipment, and requirements for wearing personal protective equipment (PPE) clothing 14. Coordinate safety and operational briefings by relevant personnel 15. Complete production documentation as required and according to enterprise procedures
Organise medical and emergency services	16. From safety reports, establish medical services that may be required during productions in the event of accident or illness 17. Arrange for the provision of in- and out-of-hours medical services by qualified medical practitioners accessible to production locations 18. Recruit and roster registered nurses or other medical personnel required for filming hazardous sequences 19. Book and coordinate the supply of emergency services personnel required for any hazardous sequences or remote location activity 20. Provide adequate and accessible first aid equipment and ensure all personnel are aware of its location
Monitor the safe execution of productions	21. Provide required safety briefings to relevant personnel involved in productions and ensure that communication methods, chain of command and emergency procedures are fully understood 22. Identify safety and security hazards and eliminate, isolate or minimise risk throughout productions 23. Clear production areas of non-essential personnel whenever possible 24. Monitor health and safety conditions throughout productions to assess risks to safety and to ensure that all OHS procedures are being observed 25. Supervise safe execution of all aspects of any hazardous sequences 26. Cancel the execution of productions where unacceptable risks are identified and clearly document and communicate this to relevant personnel
React to emergency situations	27. Recognise hazardous situations and abort productions as required 28. Implement emergency plans as required 29. Ensure that first aid is provided to injured personnel and that emergency services are contacted to provide professional assistance as required 30. Where possible, clear sites of items that may cause further accident or injury according to safety plans 31. Complete detailed reports documenting incidents according to enterprise and legal requirements of relevant authorities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: engage with a wide range of screen production personnel engage with a range of external emergency and medical service providers work collaboratively in a team environment, including demonstrating leadership organisational, planning and literacy skills sufficient to: interpret scripts, production schedules, technical reports, and licensing and regulatory documents organise resources and personnel in line with pre-production safety reports complete workplace documentation initiative and flexibility sufficient to: resolve unexpected problems and risks on location manage a range of tasks concurrently self-management and planning skills sufficient to: work under pressure and in adverse situations meet production deadlines manage work calmly and effectively to achieve goals and results technical skills sufficient to use routine word processing and database applications sufficient to complete workplace documentation
Required knowledge
industry knowledge, including: familiarity with screen production techniques, camera positions and equipment organisational culture, etiquette, structure, roles and responsibilities of film crew and specialist production and location management personnel involved in screen productions issues and challenges that arise when managing safety aspects of screen productions access procedures and protocols for engaging with emergency and medical services working knowledge of: procedures for the safe execution of special effects, stunt and action sequences common industry hazards and their potential for causing harm safety practices required to eliminate, isolate or minimise hazards safety implications associated with using camera, sound and lighting equipment OHS legislation and regulations as they relate to screen productions, e.g. licensing requirements for identified high risk occupations relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia (BCA), and local government construction rules and regulations environmental and land use legislation and regulations as they relate to safe transport and use of sets and props state and territory legislation covering the use of outdoor pyrotechnics and indoor theatrical effects legislative requirements for working with minors and animals detailed knowledge of the Australian Recommended Safety Code for Film and Television, including stunts and special effects, first aid and armoury

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of effective safety plans for screen productions based on the findings and recommendations of pre-production safety reports effective management of safety aspects of screen productions demonstrated flexibility and problem solving skills detailed knowledge of the Australian Recommended Safety Code for Film and Television effective verbal and written communication skills.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the development and implementation of at least two safety plans access to pre-production safety reports access to screen productions to assess the practical supervisory and management aspects of the unit access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of safety plans developed by the candidate in terms of their effectiveness in addressing relevant safety issues direct observation and questioning of the candidate on location as he/she implements aspects of a safety plan written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to implement safety plans for a range of screen productions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBOHS505B Manage hazards in the work environment BSBPMG508A Manage project risk CUFPPM502A Write pre-production safety reports CUFPPM504A Manage locations for film and media productions.

Range Statement

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.
Findings may include:	actions and recommendations for department heads, identifying potential risks and management strategies for their areas of responsibility areas where digital visual effects may be better used to minimise risk to cast and crew areas where licensing conditions or regulations require either a specialist in attendance or specialist advice or services, e.g.: electricians mechanics emergency services pyrotechnicians location surveys, including terrain and building structures normal locations of first aid equipment on set plans to evacuate injured personnel to nearest medical services, especially where remote locations are used procedures to be followed to eliminate, isolate or minimise safety risks to cast and crew safety requirements of known equipment, vehicles, props, costumes, make-up and crew vehicles sequences where a safety supervisor or stunt coordinator is required on set.
Relevant personnel may include:	art director designer director director of photography extras and stand-in performers fire and safety officer floor manager general public and local residents head of department lighting, sound and camera personnel local government authority personnel location or unit manager locations scout make-up personnel medics performer personnel with specialist expertise in stunt and action sequence execution producer production designer production staff pyrotechnic effects operator relevant film and television authorities that support location selection safety consultant special effects department personnel special effects production personnel special effects supervisor or manager specialist licensed operator, including rigging, scaffolding and crane and lift operator stunt actor stunt coordinator stunt performer technical director transportation provider and crew wardrobe personnel other technical/specialist staff.
Productions may include:	animated productions commercials documentaries educational resources feature films filmed events or performances music videos short films television productions of any type.
Specialist personnel may include:	animal trainer armourer electrical, plumbing and rigging contractor graded stunt personnel medical personnel police and emergency services personnel providers of safety equipment and PPE pyrotechnics contractor or coordinator safety supervisor special effects coordinator structural engineer stunt coordinator veterinarian.
Hazardous sequences may include:	animatronics and creatures armoury and ammunition automated and animatronic devices and controls cables computer controlled devices electrical and mechanical winches electro mechanical devices electronic devices electronic flashing and timing devices electronic hardware floor effects, including: weather effects fire and smoke collapsing and destruction falls water vehicle movements and crashes animals motion control systems motion control electronics and systems pneumatics power packs pyrotechnics, including: explosives detonators squibs smoke deflating materials confetti canons aerial and ground effect display shells and mortars.
Authorities may include:	commonwealth, state and territory departments and agencies overseeing OHS regulations, e.g. WorkCover licensing bodies for high risk occupations involving such things as: rigging scaffolding pressure vessels forklifts crane and lift tower operations police, emergency and medical service providers relevant local and state government agencies overseeing environmental planning and construction legislation and regulations relevant national and international standards bodies responsible for guidelines and codes of practice, e.g. Environment Protection Authority guidelines, the BCA unions, e.g. Media, Entertainment and Arts Alliance (MEAA).
Documentation may include:	budgets call and running sheets cast and crew lists computer generated confirmation of receipt and dispatch notes descriptive checklists of sets and props fault reports hire agreements incident reports location lists manually written material safety and data sheets (MSDS) and other product safety documents memos of instruction production schedules shooting schedules specialist documents required for the transportation of dangerous goods stock orders stock reports stunt and action sequence schedules.
Hazardous situations may include:	accidents equipment failure risks to the general public unfavourable weather conditions, such as: fog, mist or rain high winds bad light water temperature.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM504A Manage locations for film and media productions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage operations on location at film and media shoots. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Generally speaking, location managers apply the skills and knowledge described in this unit, since it is their role to manage all aspects of shooting a film or television production on location. During a shoot, they manage activities and movements at the location and are responsible for the health and safety of cast and crew. On larger productions, a location manager may supervise an assistant location manager or a unit manager. Units that cover related skills include: CUFPPM405A Floor manage studio shoots CUFPPM406A Organise production locations CUFPPM503A Manage safety aspects of screen productions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare locations for shoots	1. Ensure required resources are available prior to commencement of shoots and equipment is in full working order 2. Arrange and coordinate safe transport of equipment to locations and provide clear directions for production staff to reach locations 3. Oversee installation and testing of equipment at locations, using safe OHS practices 4. Adapt site to meet creative and technical requirements of productions and prepare contingency plans to resolve potential problems 5. Brief and update production staff, location owners and authorities on changes to production plans, schedules or facilities 6. Plan and implement OHS requirements for all activities and personnel at locations 7. Arrange cast and crew facilities as required and provide clear travel directions to each location
Manage location activities	8. Ensure all activities comply with production safety plan and organisational policies and procedures, and identify and minimise potential hazards 9. Take appropriate action to minimise disruptions from the public to productions and make alternative arrangements to manage normal traffic and pedestrian movement 10. Arrange safe storage of all equipment and other facilities while on location 11. Resolve creative and technical issues where possible to minimise negative impact on productions 12. Ensure that accidents and incidents are attended to swiftly and decisively, and that emergency services are contactable at all times 13. Take appropriate action if conditions of access to location are breached 14. Supervise activities of location management team as applicable
Finalise location operations	15. Ensure locations are returned to their original or an improved state 16. Organise removal and labelling of materials and equipment from locations, in compliance with OHS regulations 17. Complete production documentation and reports and finalise outstanding contractual arrangements 18. Report any faults and concerns to relevant production staff 19. If appropriate, confirm creative and technical requirements for the next set-up and advise relevant production staff accordingly 20. Evaluate all aspects of completed projects and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
well-developed communication, literacy and teamwork skills sufficient to: deliver clear and viable presentations and briefings liaise with a wide range of production staff and service providers create a positive work environment on location for cast and crew compile written and verbal reports in relation to production equipment and requirements technical skills sufficient to: use standard word processing, spreadsheet and database applications oversee installation of production equipment and facilities initiative and flexibility sufficient to: resolve unexpected problems interpret and act on script changes manage a range of tasks concurrently self-management and planning skills sufficient to: work under pressure and meet deadlines manage work calmly and effectively to achieve goals and results well-developed organisational and administrative skills numeracy skills sufficient to interpret budgets and cost estimates
Required knowledge
industry knowledge, including: roles within and structure of the screen and media industry role and features of technologies and equipment used to shoot screen and media productions conditions of industrial awards and workplace agreements in relation to contracting cast and crew phases of the production process issues and challenges that arise in the process of managing locations for screen and media productions duty of care to colleagues and general public, especially on location creative elements of productions OHS and public safety procedures sufficient to film in a wide range of locations

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: effective management of production operations on location well-developed organisational and communication skills ability to manage a team while working under pressure demonstrated flexibility and problem solving skills.
Context of and specific resources for assessment	Assessment must ensure: opportunities to produce planning and production documentation access to a range of equipment and facilities as listed in the range statement access to productions that require shooting on location access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance observation of the candidate managing production operations on location to assess candidate's ability to supervise crew and other personnel in the operation of a location written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFPPM503A Manage safety aspects of screen productions.

Range Statement

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.
Resources may include:	cabling generators lights make-up sets and set dressings switchboards underwater lights utilities, including: electricity gas water telephone wardrobe.
Equipment may include:	announcer and guest chairs cables cameras headphones lighting microphones monitoring equipment outside broadcast vehicles processing equipment props recording and playback equipment scaffolds and other support equipment sets sound vision and audio mixing equipment.
Locations may include:	aircraft day and night interior and exterior ships studio theatres vehicles virtual.
Production staff may include:	assistant director assistant location manager camera personnel cast and performers: presenters announcers contestants extras general public audience director emergency services, including: ambulance fire department police police rescue services security services helicopter services trained medical personnel lighting personnel producer security personnel sound personnel technical director technical producer unit manager writer other technical/specialist staff.
Creative and technical requirements may include:	live-to-air broadcast location issues, including: audio isolation space ambience electrical power security site safety plans traffic make-up props set dressing wardrobe.
Productions may include:	animated productions commercials documentaries feature films filmed events or performances interactive media productions live or pre-recorded television or radio productions of any type: music, drama, comedy, variety and sport forums or special events music videos short films.
Potential problems may include:	audience or general public interference communication dysfunctions punctuality of cast, extras and crew technical failures of equipment weather conditions.
OHS may include:	commonwealth, state and territory OHS regulations relevant local government rules and regulations relevant national and international standards, guidelines and codes of practice, e.g. Building Code of Australia.
Cast and crew facilities may include:	catering drinking water mobile telephones recreational facilities shelters and shade toilets vehicles wet weather gear.
Production documentation may include:	barcodes budget reports cast lists computer based contracts copyright records courier booking sheets crew lists databases location photographs and maps maps and location plans progress reports scripts and script revisions shooting schedules stock and asset records telephone and address records transport order forms travel booking sheets visas work permits written.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM601A Plan and manage film and media pre-production

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan and manage all aspects of pre-production film or television processes and facilities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Production managers apply the high-level skills and knowledge described in this unit. In the film industry, a production manager is usually the first person employed by a producer once funding has been approved for a production. Production managers coordinate and supervise all administrative, financial, and technical details of film and television productions. They assist producers with the hiring of crews and all other pre-production activities. During production, they approve changes in scheduling and budgets and act as intermediaries between producers/management and crew, and oversee the activities of the entire crew. Depending on the scale of production, they may be assisted by a first or second assistant director, production coordinator, unit manager or location manager.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Confirm scope of productions	1. Consult with producer or director to clarify production expectations based on negotiations or decisions made during the development phase 2. Break down scripts scene by scene to establish detailed resource requirements 3. From script breakdowns, identify issues that have budget or shooting implications 4. Prepare preliminary overall and pre-production schedules 5. Prepare preliminary shooting schedule to confirm that length of shoot allowed in budget is accurate
Finalise budgets	6. Establish cost and availability of required resources from reliable suppliers and information sources, taking into account relevant considerations 7. Re-time scripts to help prepare accurate estimates of production times and to identify whether scripts need pruning to meet budget constraints. 8. Liaise with relevant colleagues to clarify requirements, roles and responsibilities in different production and post-production areas 9. Identify potential problems with conflicting production requirements, and take appropriate action to resolve 10. Present cost estimates to relevant colleagues for discussion and negotiate changes and compromises as required 11. Compile final resource schedule, including adequate contingency plans 12. Ensure budgets reflect realistic achievement of creative and technical production requirements, availability of resources and personnel requirements
Manage pre-production	13. Oversee establishment of a production office, ensuring that it is fully operational for the start of pre-production activities 14. Meet regularly with heads of departments to monitor expenditure against budget estimates, taking action as required to keep overall expenditure within budget 15. Circulate scripts to relevant personnel and establish and monitor the process for communicating script changes 16. Set up the financial organisation of the production and processes for reporting against budgets 17. Ensure that all arrangements for access to locations are completed correctly 18. Organise publicity and press briefings as required 19. Commission safety reports from approved safety consultants and circulate reports to relevant organisations and personnel 20. Oversee pre-production activities of all departments, providing guidance and assistance as required 21. Finalise shooting schedules and circulate final production documentation to relevant personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
effective communication, literacy and teamwork skills sufficient to: interact with people with diverse interests and needs show strong leadership qualities and work closely with team members conduct negotiations with a wide range of production personnel and external suppliers and service providers coordinate production meetings and brief personnel to achieve required outcomes generate and distribute workplace documentation and reports well-developed planning and analytical skills sufficient to: analyse scripts prepare complex schedules develop budgets monitor and report on expenditure against budgets coordinate all pre-production activities well-developed project management skills covering both physical and human resources ability to address and solve problems and challenges in a timely and collaborative manner self-management skills sufficient to: work under pressure provide appropriate and timely pre-production documentation meet pre-production deadlines initiative and flexibility when responding to unexpected changes in the pre-production schedule or process numeracy skills sufficient to develop and adjust budgets and cost estimates
Required knowledge
meeting procedures and protocols as they relate to pre-production operations duty of care to colleagues and general public OHS and public safety legislation and regulations as they apply to film and television productions industry knowledge, including: roles and responsibilities of personnel in the film and television production industry current industry practices, e.g. industrial awards, enterprise agreements, workers' compensation, contracts and safety codes artistic and technical elements of film and television productions sources of products, supplies and equipment impact of technology on production and post-production operations phases and practices in the pre-production process, including problems and challenges that arise well-developed understanding of: administrative procedures associated with managing pre-production activities content, format and timing of different types of documentation developed and distributed by production managers costing techniques for different types of production resources sufficient to develop and monitor budgets

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: detailed resource schedules based on a thorough analysis of scripts ability to negotiate with production and design teams to develop workable resource plans development of production budgets that take account of all aspects of productions.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills through the development of resource schedules for a range of film and media productions development of resource schedules and budgets within commercially realistic time constraints involvement of and interaction with production and design teams to reflect the communication and negotiation aspects of the unit access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance review of pre-production documentation prepared by the candidate discussion with the candidate about the management of the pre-production process, challenges faced and how these were addressed written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBFIM501A Manage budgets and financial plans BSBMGT502B Manage people performance BSBPMG510A Manage projects CUFPPM602A Plan and manage film and media post-production.

Range Statement

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.
Production expectations may include:	cast and crew preferences completion guarantor delivery schedule distribution preferences insurer post-production preferences start date.
Resource requirements may include:	administrative art and construction, e.g. sets, props and scenic art background action cast catering costume director's requirements film and video stock and other consumables locations pre- or post-production facilities studio technical elements, such as: lighting cameras and camera supports sound audiovisual.
Issues that have budget or shooting implications may include:	action sequences and special effects requiring specialist equipment or vehicles, e.g. helicopters, boats and underwater gear general cast configuration, e.g.: number of speaking roles extras children nature of locations, including: travel and transport costs specific personnel requirements, e.g. security, traffic control and police assistance number of night shoots scripted activities that require specialised crew, e.g. stunt personnel, armourers, animals and handlers.
Relevant considerations may include:	amount of time in rehearsal amount of time on location or in studio artistic/creative issues budget consumables equipment resources fees human resources schedule and timetable travel and transport costs.
Production times may include:	post-production time pre-production time shooting time for each scene shooting time for entire shoot time scheduled for specialist personnel time spent in studio time spent on location.
Relevant colleagues may include:	art department personnel cast choreographers costume and wardrobe personnel crew members designers directors heads of departments post-production personnel producers safety personnel script supervisors scriptwriters stage managers.
Relevant organisations and personnel may include:	completion guarantor heads of departments insurers investors Media, Entertainment and Arts Alliance (MEAA) Screen Producers Association of Australia (SPAA).
Production documentation may include:	call sheets cast lists crew lists location lists safety reports script amendments shooting schedules.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPPM602A Plan and manage film and media post-production

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan and manage post-production processes and facilities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Post-production supervisors in film and media industry sectors apply the skills and knowledge described in this unit. Major duties include the supervision of editing personnel and the acquisition of post-production resources. In larger productions, supervisors may be involved in planning and scheduling at the pre-production phase, especially where complex computer generated images (CGIs) are required. As a rule, post-production supervisors are employed on a freelance basis, reporting to producers and production managers. The position is pivotal in ensuring the post-production process is achieved within budget and on time. Post-production supervisors may employ an assistant and may manage a number of projects simultaneously.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify post-production briefs	1. Participate in meetings with relevant production personnel to determine required post-production resources assessed against proposed production medium 2. Provide ongoing strategic advice to production team to improve efficiency of post-production activities 3. Identify and analyse specific technical or creative requirements for post-production 4. Identify available budgets and timelines required 5. Provide specific advice on costs and operational implications for editing, taking into account required techniques for production
Develop an operational plan	6. Draw up specific schedules to ensure post-production activity meets expected deadlines 7. Investigate availability and cost of post-production resources and staff in order to complete post-production plans 8. Ensure OHS requirements are established in line with organisational procedures 9. Develop documentation for anticipated stages in post-production process and confirm with relevant production personnel 10. Ensure documentation is accessible to all involved with post-production activities as required 11. Finalise operational plan in consultation with relevant production personnel and obtain sign-off according to organisational procedures
Implement post-production processes	12. Book and check post-production resources and finalise all contractual arrangements with personnel and suppliers in line with enterprise procedures 13. Identify and resolve problems, ensuring proposed solutions are discussed with affected staff prior to implementing changes 14. Negotiate provision of any previously unplanned or additional post-production services in conjunction with relevant production personnel 15. Monitor and manage post-production activities on a proactive basis and according to agreed operational plan 16. Prepare progress reports where applicable and organise appropriate review sessions for relevant production personnel
Wrap post-production activities	17. Attend ongoing post-production evaluation sessions to ensure final product meets creative, technical and budgetary requirements of the production 18. Obtain lock-off approval for project from relevant production personnel 19. Complete required documentation and arrange for return of hired post-production resources as applicable 20. Evaluate all aspects of completed projects and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: interact effectively with people with diverse interests and needs show strong leadership qualities and work closely with team members conduct effective negotiations with a wide range of production personnel, and external suppliers and service providers coordinate production meetings and brief staff to achieve required outcomes well-developed planning and organisational skills sufficient to coordinate all aspects of post-production well-developed project management skills covering both physical and human resources ability to address and resolve problems and challenges in a timely and collaborative manner self-management skills sufficient to: work under pressure provide appropriate and timely post-production documentation meet post-production deadlines evaluate own performance initiative and flexibility when responding to unexpected changes in the post-production schedule or process literacy skills sufficient to interpret written instructions, such as script requirements, and to prepare progress reports numeracy skills sufficient to interpret, monitor and adjust budgets and cost estimates
Required knowledge
meeting procedures and protocols as they relate to post-production operations artistic and technical elements associated with post-production for film and media productions sufficient to coordinate all aspects of post-production well-developed understanding of: administrative procedures associated with running a post-production operation content, format and timing of different types of documentation developed and distributed by a production supervisor duty of care to colleagues and general public industry knowledge, including: structure of the relevant industry sector roles and responsibilities of personnel current industry practices, e.g. industrial awards, workers' compensation and contracts filmic language and other relevant terminology, as required sources of products, supplies and equipment impact of technology on production and post-production operations phases and practices in the production and post-production process, including problems and challenges that arise OHS and public safety legislation and regulations as they apply to post-production

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: high-level management and communication skills as a team leader ability to coordinate at a practical level creative and technical requirements of post-production, across a range of formats ability to produce creative solutions within constraints of budgets and resources.
Context of and specific resources for assessment	Assessment must ensure: access to post-production activities across a range of formats, e.g. film, video and interactive media access to a selection of post-production resources and equipment as listed in the range statement opportunities to work with and manage a team of editors and other specialist staff access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance review of post-production documentation prepared by the candidate discussion with the candidate about the management of the post-production process, challenges faced and how these were overcome written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBFIM501A Manage budgets and financial plans BSBMGT502B Manage people performance BSBPMG510A Manage projects CUFPPM601A Plan and manage film and media pre-production.

Range Statement

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.
Production personnel may include:	assistant editor CGI personnel director director of photography editor executive producer graphic designer laboratory personnel mixer music composer picture editing personnel producer production accountant production manager sound designer sound editing personnel sound effects personnel sound recordist technical director telecine operator other technical/specialist staff.
Post-production resources may include:	commercial facilities consumable materials, including: computer disks videotapes splicing tapes viewer globes film leaders labels digital audiotape player (DAT) digital disk recorder (DDR) digital effects system (DVE) edit controllers editing programs, e.g. Final Cut Pro and Avid editing suites equipment film editing flatbed in-house facilities laboratory services mixers, e.g. sound and vision multi-track audio recorders rewinders splicers suppliers synchronisers title generators vehicles video transfer recorder (VTR) viewers vision switchers.
Production medium may include:	CD and DVD CGI computerised data digitised media - vision and sound film of any gauge graphics magnetic sound tape MP3 still imagery videotape of any format web.
Editing may include:	animations CGIs credits digital non-linear film linear offline online opticals sound requirements: additional dialogue recording (ADR) music sound effects foley atmosphere special effects titles videotape.
Productions may include:	animated productions commercials documentaries feature films filmed events or performances inserts for live or pre-recorded television productions interactive media productions music videos radio productions short films television productions of any type, including music, drama, comedy, variety and sport.
Documentation may include:	budgets camera reports computer generated contact sheets continuity reports contracts flex-files hire agreements manually written manufacture schedules manufacturer specifications and instructions memos of instruction OHS procedures operational and project plans production schedules scripts sound reports supplier catalogues.
Post-production services may include:	compression of production for variable digital formats, e.g. streaming, DVD, CD and websites laboratory services, e.g.: development of exposed camera film production of contact work print production of daily rushes negative matching transfer of video to film (kine) transfer of film to tape production of opticals and titles production of answer and release prints production of premix and final mix prints.
Lock-off may apply to:	sound vision.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUFPRP201A Repair, maintain and alter props

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare props for use in a range of productions. People in this position are responsible for the care, maintenance and storage of props for productions in the film, television, entertainment and interactive media industries. They need to be proficient in the use of a range of hand and power tools. In some circumstances, they may be required to demonstrate functions of props to actors and presenters during productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Props assistants and set dressers apply the skills and knowledge described in this unit. People in this position are generally supervised by a props manager or supervisor and are members of a team that includes set dressers, set designers and continuity personnel.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Check condition of props	1. Liaise with relevant production personnel to confirm production requirements 2. Check props required for production to identify faults that need to be repaired or alterations that need to be made 3. Demonstrate features of props to cast and crew members as required 4. Ensure all props are capable of functioning throughout production 5. Ensure props are labelled, coded and stored safely in an appropriate order to meet production requirements 6. Ensure consumable or hazardous props are handled correctly and according to relevant OHS regulations
Make alterations to props	7. Liaise with relevant production personnel to confirm required alterations 8. Clean props, ensuring delicate or problem materials are serviced with care 9. Undertake reconditioning of props as required 10. Complete minor repairs to props as appropriate and store to enable ease of retrieval 11. Use appropriate techniques to make alterations to props as required 12. Ensure sufficient supplies of materials are available to cover needs during production
Maintain props during productions	13. Maintain all props in storage as required ensuring they are ready to meet production requirements 14. Check state of props continuously during production and carry out modifications and running repairs promptly as required 15. Ensure repaired props are replaced correctly taking into account continuity requirements of production 16. Ensure props are returned in good condition to correct sources at conclusion of production 17. Complete documentation in accordance with enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: liaise with relevant production personnel, e.g. set designers and continuity personnel understand and carry out instructions and creative directions as required explain the features of prop items to others complete routine workplace documentation work effectively as a team member communicate effectively on the telephone literacy and numeracy skills sufficient to: interpret design documentation and scale drawings interpret measurements accurately account for minor expenditures, e.g. petty cash technical skills sufficient to: use a range of hand and power tools and equipment to alter and maintain props use and apply a range of materials, e.g. plaster, adhesives and mouldings self-management and planning skills sufficient to: prioritise work tasks work under pressure and meet deadlines seek expert assistance when problems arise label and store props in an orderly manner maintain a clean and safe work area
Required knowledge
industry knowledge, including: roles and responsibilities of personnel involved in designing and realising productions understanding the artistic and technical elements of productions characteristics of different types of props prop design and construction processes familiarity with storage and identification processes and systems methods for the safe handling of hazardous materials OHS standards as they apply to maintaining and altering props

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to: organise and store props in line with production requirements demonstrate attention to detail when repairing, maintaining and altering a range of props follow directions and instructions handle hazardous materials and equipment in a safe manner collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: completion of props maintenance tasks within typical workplace time constraints access to the tools required to complete repair and maintenance tasks access to a range of props used in productions access to productions requiring a range of props access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of the candidate repairing, maintaining or altering props inspection of props repaired, maintained or altered by the candidate review of props maintenance reports prepared by the candidate written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUEPRP03B Apply a general knowledge of props construction.

Range Statement

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.
Production personnel may include:	art director continuity director director of photography floor manager head of department producer production designer production manager props department personnel props designer props production staff props supervisor and manager set dresser technical director other technical/specialist staff.
Production requirements may include:	day and night deadlines hazardous situations in a studio on location - exterior on location - interior outside broadcast.
Props may include:	cable controlled props consumables, such as: food beverages blood and gore costume props, such as: armour weapons jewellery electrically controlled props equipment furniture hand props mechanised props pneumatically controlled props pre-production prototypes vehicles.
Productions may include:	animations commercials documentaries feature films filmed events interactive media productions live or pre-recorded productions of any type: music drama comedy variety sport news and current affairs game shows forums or special events live theatre or events music videos short films .
Faults may include:	breakages chips dirt marks mechanical dysfunction rips stains weathering.
OHS regulations may include:	commonwealth, state and territory OHS regulations relevant local government construction rules and regulations relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia.
Techniques may include:	gluing metalwork, e.g.: cutting welding brazing moulding materials painting materials sculpting and other shaping methods woodworking.
Materials may include:	adhesives fabrics fasteners fibre glass gaffer tape leather metal products, e.g.: bars sheets tubes nails and screws paints paper products plaster plaster board plastics polystyrene putties of various types spare parts thermoplastic timber timber products, e.g.: plywood particle board craftwood tools.
Storage may include:	containers offices on location refrigeration shelving temporary buildings warehouses.
Sources may include:	hire companies in-house props department museums opportunity shops private individuals retail stores theatre companies.
Documentation may include:	colour charts computer generated confirmation of receipt and dispatch notes descriptive props checklists fault reports manually written manufacture schedules manufacturer specifications and instructions measurement charts memos of instruction paint colour formulas petty cash dockets production schedules props breakdown lists props design props maintenance reports props schedules and plans running sheets sketches stock orders stock reports technical drawings.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - props

Co-requisite units

Co-requisite units

CUFPRP301A Assemble and maintain props

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to assemble and maintain props for productions in the film, television, media and entertainment industry sectors. Key duties include acquisition, assembly and maintenance of required props. In addition, props personnel assist in dressing sets and are responsible for maintaining continuity of props during productions. As a rule, props personnel require good organisational skills, a capacity to adapt to unexpected situations and an ability to carry out repairs and maintenance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Props personnel apply the skills and knowledge outlined in this unit. Personnel may include props makers, props storepersons and props dressers. The props department may be supervised by a props manager and the props team works closely with set designers, directors and continuity personnel before and during productions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare props for productions	1. Liaise with relevant production personnel to confirm production requirements 2. Review and analyse all documentation relevant to productions to ensure prop requirements are fully met 3. Confirm availability of secure storage facility for props on location and arrange for safe transport to destination 4. Ensure props are labelled and stored correctly to facilitate production requirements, including provision and care of consumables where applicable 5. Document condition of props from all sources to ensure they meet required quality standards for production 6. Ensure production personnel are briefed thoroughly on use, functions and placement of props, including requirements for complying with OHS regulations
Dress sets	7. Assist relevant production personnel to dress sets according to production requirements ensuring safe handling of props 8. Record accurately placement of props on set and ensure duplicates are available where applicable 9. Complete and check the set dressing in time to meet production calls 10. Confirm required variations to initial production plans with relevant production personnel 11. Identify and sequence set strike and re-dress tasks according to production requirements and deadlines 12. Observe on-set etiquette and protocols at all times
Maintain continuity during productions	13. Ensure changes to continuity are updated on an ongoing basis and are accurately recorded on script breakdown 14. Make arrangements for replacement of props with specific characteristics to maintain continuity during productions, including reliability of supplies 15. Dress sets on an ongoing basis throughout productions to replicate or adjust from previous takes or scenes as directed 16. Refer at all times to continuity documentation during productions and carry out dressing duties as required
Maintain condition of props	17. Use appropriate materials and techniques to complete minor repairs or alterations as required or refer to relevant production personnel according to individual level of responsibility 18. Assess whether damaged props can continue to be used in production and arrange for replacements where necessary after referral to relevant production personnel 19. Ensure consumable props are handled and stored according to OHS regulations and enterprise procedures 20. Ensure props no longer required during production are stored securely and safely or returned to original sources in good condition 21. Finalise required documentation in accordance with enterprise procedures and protocols

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: liaise with relevant production personnel, e.g. set designers and continuity personnel understand and carry out instructions and creative directions as required explain the features of prop items to others prepare relevant documentation and production information work effectively as a team member communicate effectively on the telephone and using two-way communication devices literacy and numeracy skills sufficient to: interpret design documentation, scale drawings and set construction specifications and instructions interpret measurements accurately initiative and enterprise in the context of being flexible and dealing with the unexpected during productions technical skills sufficient to: use a range of hand and power tools and equipment to dress sets use and apply a range of materials, e.g. plaster, adhesives and mouldings self-management and planning skills sufficient to: prioritise work tasks work under pressure and meet deadlines make decisions within level of own responsibility seek expert assistance when problems arise dress sets with props accurately and maintain continuity during productions store props in an orderly manner maintain a clean and safe work area
Required knowledge
industry knowledge, including: roles and responsibilities of personnel involved in designing and realising productions understanding the artistic and technical elements of productions terminology associated with production scheduling set etiquette and protocols characteristics of different types of props prop design and construction processes familiarity with storage and identification processes and systems methods for the safe handling of hazardous materials OHS standards as they apply to dressing and maintaining the continuity of sets

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to: assemble props required for productions maintain props continuity during productions handle hazardous materials and equipment in a safe manner collaborative approach to work effective verbal and written communication skills.
Context of and specific resources for assessment	Assessment must ensure: completion of props assembly tasks within typical workplace time constraints access to a range of props used in productions access to productions requiring a range of props access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of the candidate assembling props for productions inspection of props assembled by the candidate to determine whether production requirements have been met and proper procedures followed review of props continuity documentation prepared by the candidate written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPRP201A Repair, maintain and alter props.

Range Statement

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.
Production personnel may include:	armourer art director costume designer designer director director of photography floor manager head of department performer producer production designer production manager props department personnel props maker props manager props storeman set designer stand-by props personnel technical director wardrobe department personnel wardrobe supervisor and manager other technical/specialist staff.
Production requirements may include:	day and night deadlines hazardous situations interior and exterior multiple locations operational cooking facilities, e.g. gas stove special effects, e.g. rain or war zone special vehicles.
Documentation may be:	call sheets colour charts computer generated confirmation of receipt and dispatch notes continuity reports and checklists descriptive props checklists fault reports hire agreements manually written manufacture schedules manufacturer specifications and instructions measurement charts memos of instruction paint colour formulas production schedules props breakdown lists props design props schedules and plans running sheets sketches stock orders stock reports technical drawings.
Productions may include:	animations commercials documentaries feature films interactive media live or pre-recorded television productions live theatre and events music video short films television productions of any type.
Storage facility may include:	car boot caravan lock-up facility office on-site shed safe secure strong box warehouse.
Props may include:	cable controlled props consumables, such as: food and beverages blood and gore fireworks pyrotechnics cigarettes candles costume props, such as: armour weapons jewellery electrically controlled equipment furniture hand props mechanised props pneumatically controlled props pre-production prototypes special effects props vehicles.
Locations may include:	in a studio on location - exterior on location - interior outside broadcast sound stage theatre or entertainment venue.
Sources may include:	corporate sponsors hirers individuals museums retail suppliers ships chandlers theatres.
OHS regulations may include:	Australian Recommended Safety Code for Film and Television commonwealth, state and territory OHS regulations relevant local government construction rules and regulations relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia.
Set dressing may include:	hanging pictures photographs placement of props provision of working props, e.g. stoves and sinks pyrotechnics replacement of consumable props.
Characteristics may include:	props with changing properties, such as: cigarettes food drinks letter writing paper inkwells special effects props.
Continuity documentation may include:	labels photographs polaroids.
Materials may include:	adhesives fabrics fasteners fibre glass gaffer tape leather metal products, e.g.: bars sheets tubes nails and screws paints paper products plaster plaster board plastics polystyrene putties of various types spare parts thermoplastic timber timber products, e.g.: plywood particle board craftwood tools.
Techniques may include:	moulding materials painting materials sculpting and other shaping methods gluing metalwork, e.g.: cutting welding brazing woodworking.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - props

Co-requisite units

Co-requisite units

CUFRES201A Collect and organise content for broadcast or publication

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to compile routine information for broadcast or publication. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Personnel responsible for assisting with the preparation of routine content for media programs, interactive media products, websites and print publications typically apply the skills and knowledge outlined in this unit. This work is usually undertaken under close supervision and guidance. More complex skills associated with undertaking research are covered in: CUFRES401A Conduct research.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Locate information	1. Confirm information requirements with relevant personnel 2. Access information sources relevant to production requirements 3. Check credibility and reliability of information sources 4. Refer material that could result in a breach of laws and regulations to relevant personnel 5. Obtain information in a culturally appropriate way
Organise information	6. From the information gathered, select items that meet production requirements 7. Highlight key sections of written information to assist with the writing of scripts, narration or copy 8. Write brief notes about information that has been gathered verbally 9. Submit information to relevant personnel within the agreed timeframe and according to organisational procedures
Maintain information sources	10. Maintain and continually update a database of information sources and contacts 11. File information so that it can be retrieved easily in the future 12. Continually monitor information sources to maintain currency of information in line with production requirements 13. Share updated knowledge with colleagues and incorporate into day-to-day work activities 14. Use feedback from colleagues to improve future information collection processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
ability to work cooperatively as a team member communication skills sufficient to clarify information requirements organising skills sufficient to: collect and review information on a given topic maintain filing and information retrieval systems literacy skills sufficient to: interpret written background information write notes on information gathered verbally self-management skills sufficient to meet deadlines computer skills sufficient to search efficiently for information on the internet and use database and word processing applications
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when collecting and organising content for broadcast publication protocols to be observed when gathering information of a culturally sensitive nature basic understanding of common law and broadcasting codes of practice sufficient to identify and seek expert advice on issues that could lead to legal action OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to gather information on a range of topics from reliable sources within given timeframes efficient system for storing and retrieving information and information sources collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to production/publication situations that require the preparation of content access to information sources relevant to the production/publication situations access to current information about, and persons able to advise on, laws and regulations that apply to broadcasting access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of content organised by the candidate in response to specific instructions or directions inspection of information filing systems maintained by the candidate written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM301A Plan and prepare programs.

Range Statement

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.
Information requirements may include background information on:	current events interviewees music any topic to be covered in a broadcast or publication.
Relevant personnel may include:	broadcasters clients community representatives directors editorial staff legal advisers performers producers production managers program managers reporters sales representatives specialist staff station managers supervisors volunteers' coordinators writers.
Information sources may include:	broadcast news and current affairs colleagues community organisations government departments industry professional associations industry, including manufacturers internet literature people involved in events personal observations and experience print media reference material in libraries, museums and galleries.
Productions may include:	broadcast news and current affairs interactive media products live events and performances music programs print publications special interest and variety programs talkback programs websites.
Laws and regulations may include:	broadcasting codes of practice contempt of court copyright defamation obscenity privacy legislation racial vilification.
Databases may include:	electronic, on a network electronic, on own computer manual, e.g. on index cards.

Unit Sector(s)

Unit sector

Competency field

Competency field	Knowledge management - research

Co-requisite units

Co-requisite units

CUFRES401A Conduct research

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to conduct research in response to a brief. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People responsible for undertaking research in any industry context apply the skills and knowledge described in this unit. They may be full-time research officers or those for whom research forms part of their job. Alternatively, they may provide research services on a contract basis. Research briefs can cover any topic and research may be undertaken over short or long periods, depending on the complexity of the brief. Even though people at this level work with a fair degree of autonomy, they report to a manager or client. Skills associated with writing reports are covered in: BSBWRT401A Write complex documents.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify research brief	1. Confirm topic or content to be researched with relevant personnel, including deadlines for completion 2. Identify research and data gathering techniques that best meet the requirements of the brief 3. Discuss research ideas fully and constructively with relevant personnel and identify any implications for research briefs 4. Reach agreement with relevant personnel on the format for presenting research findings 5. Identify issues of a culturally sensitive or legal nature that affect research briefs 6. Alert relevant personnel to potential difficulties in meeting briefs and agree on alternative strategies or outcomes 7. Where specialist research expertise is required, identify potential subcontractors and organise subcontract arrangements in consultation with relevant personnel
Conduct research	8. Identify sources of information and potential contributors relevant to research briefs 9. Design research tools as required 10. Contact a sufficiently wide range of valid sources to optimise information gathering in line with research briefs and agreed methodology 11. Approach relevant sources promptly and in a way most likely to elicit the required information 12. Adjust research strategies as required, without compromising required outcomes 13. Maintain accurate and comprehensive details of information sources 14. Adjust contact information when requirements of research briefs change and keep records up to date 15. Record all data gathered in a system that allows easy access and retrieval of information in the analysis phase
Analyse research findings	16. Analyse and interpret data or information gathered 17. Check all facts before including them in research findings 18. Make judgements about how much information to include in research findings and be clear on the rationale for doing so 19. Develop conclusions and recommendations as required in consultation with relevant personnel
Present research findings	20. Organise information logically and clearly in the agreed format 21. Present information to relevant personnel by agreed deadlines 22. Identify key issues for further research or discussion with relevant personnel 23. Seek feedback on the quality of research outcomes and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: present information and research findings in a way that is easily understood by others use industry and community networks as sources of information negotiate changes to research briefs participate in and act on feedback sessions with colleagues initiative and flexibility sufficient to: follow new leads in the course of research activities respond to difficulties encountered during the course of research activities planning and writing skills sufficient to: organise information logically in line with its intended purpose document research findings clearly and concisely analytical and literacy skills sufficient to interpret and summarise information and research findings self-management skills sufficient to work under pressure and meet deadlines
Required knowledge
effective communication techniques, including effective listening, questioning and non-verbal cues legal issues that affect research activities, e.g. copyright, intellectual property and privacy legislation reliable sources of advice on legal issues features of commonly used quantitative and qualitative research methodologies protocols to be observed when collecting information of a culturally sensitive nature OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to clarify research briefs ability to gather reliable and valid information from a range of sources in response to research briefs research findings on a range of topics presented in an appropriate format by agreed deadlines collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to a computer and the internet access to a range of information sources as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of research findings prepared by the candidate in response to a range of briefs written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit and to discuss candidate's approach to conducting research.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWRT401A Write complex documents CUFPPM401A Produce programs and program segments.

Range Statement

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.
Relevant personnel may include:	clients designers directors industry organisations managers producers specialist subcontractors supervisors.
Research and data gathering techniques may include:	qualitative, e.g. focus groups or interviews with key people quantitative, e.g. mail or telephone surveys based on a statistically reliable random sample.
Formats for presenting research findings may include:	audio and visual presentations interactive media presentations verbal briefings or presentations written reports.
Issues of a legal nature may include:	contempt of court copyright defamation intellectual property obscenity privacy legislation racial vilification.
Sources of information may include:	archives community organisations government departments industry and trade journals internet libraries, including text, film, video, sound and graphic market research companies media, including television, radio and print museums and galleries organisational policies, procedures and journals personal observations and experience print and online standard references, such as: atlases dictionaries of biography encyclopaedias year books and almanacs directories of people and associations telephone directories professional and industry organisations technical publications and manuals.
Research tools may include:	questions for personal interviews or focus groups surveys, e.g. print, online or telephone.
Systems may include:	electronic, e.g. databases, spreadsheets and statistical software applications manual, e.g. card index file.

Unit Sector(s)

Unit sector

Competency field

Competency field	Knowledge management - research

Co-requisite units

Co-requisite units

CUFSCE201A Prepare and prime scenic art cloths

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare and prime scenic art cloths for productions in television, film and interactive media. The role of scenic artists and set construction personnel is to construct scenic art components ready for painting and other artwork. They require a good understanding of scenic art processes with particular focus on stretching, priming and rendering cloths used in the construction of set elements, such as backdrops or flats. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Scenic artists and set construction personnel apply the skills and knowledge outlined in this unit. Generally they work as members of set construction crews under the supervision of a workshop manager.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for cloth construction	1. Liaise with relevant production personnel to ascertain and confirm production requirements 2. Interpret available documentation to determine required quantities and measurements for planned construction of scenic art cloths 3. Select requisite tools, equipment and materials according to design specifications
Construct scenic art cloths	4. Apply appropriate techniques for layout of scenic art cloths 5. Evaluate construction of scenic art elements to ensure they meet design and production specifications 6. Seek feedback on work in progress with relevant production personnel and make adjustments as required 7. Complete all work with due regard to OHS regulations and enterprise procedures
Prime and store cloth	8. Apply appropriate materials to scenic art cloths in preparation for artwork 9. Label and code each scenic art element for identification during production phase 10. Store scenic art cloth and other elements according to enterprise procedures 11. Finalise and distribute documentation to relevant production personnel as required 12. Review own work and identify areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: liaise with relevant production personnel, e.g. scenic art designer, scenic artists and set construction crew understand and carry out instructions and creative directions as required complete routine workplace documentation work effectively as a team member literacy and numeracy skills sufficient to accurately interpret scale drawings and measurements technical skills sufficient to use a range of hand and power tools and materials to prepare scenic art cloths self-management and planning skills sufficient to: prioritise work tasks work under pressure and meet deadlines seek expert assistance when problems arise label and store finished scenic art elements in an orderly manner maintain a clean and safe work area
Required knowledge
industry knowledge, including: roles and responsibilities of personnel involved in designing and realising productions understanding the artistic and technical elements of productions terminology associated with production scheduling characteristics of a range of materialsused inscenic art, including paints andcloths scenic art design and construction processes different types of construction materials and techniques familiarity with storage and identification processes and systems methods for the safe handling of hazardous materials OHS standards as they apply to preparing and priming scenic art cloths

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to: organise and store scenic art elements in line with production requirements demonstrate attention to detail when preparing and priming scenic art cloths follow directions and instructions correctly interpret scenic art specifications and documentation handle hazardous materials and equipment in a safe manner collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: completion of scenic art preparation tasks within typical workplace time constraints access to the tools, materials and equipment required to prepare scenic art cloths access to productions requiring scenic art cloths access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of the candidate preparing and priming scenic art cloths inspection of scenic art cloths prepared by the candidate to determine whether correct procedures have been followed and production requirements have been met written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUESCE05B Apply a general knowledge of scenic art CUFSCE202A Repair, maintain and alter scenic art.

Range Statement

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.
Production personnel may include:	art director director director of photography floor manager head of department painter and artist producer production designer production manager scenic art department personnel scenic art designer scenic art production staff set designer sets maker, e.g. carpenter sets manager sets storeman stand-by sets supervisor technical director other technical/specialist staff.
Production requirements may include:	application, e.g. practical or illusionary day and night deadlines fire proofing hazardous situations interior and exterior multiple locations opaque production schedules solid special effects sets.
Documentation may include:	colour charts computer generated confirmation of receipt and dispatch notes descriptive scenic art checklists fault reports hire agreements manually written manufacture schedules manufacturer specifications and instructions measurement charts memos of instruction paint colour formulas production schedules running sheets scenic art breakdown lists scenic art design scenic art schedules and plans scripts sketches stock orders stock reports technical drawings.
Scenic art cloth may include:	canvas gauze leather muslin nessle silk synthetic fabrics velour wool.
Equipment may include:	brushes charcoal sticks conversion tables cutting boards and tables dyeing facilities gaffer tape glue guns graining combs hammers hopper guns measuring tapes rollers scissors and cutters sponges spray-guns stamps staplers tacks tools, e.g. wire cutters, hammers and pliers.
Materials may include:	adhesives dyes fire retardant primers solvent-based paints texture mediums water-based paints.
Scenic art elements may include:	backdrops cycloramas drops flats flooring and floor cladding flown pieces large props, e.g. furniture rakes rostrums scaffolding soft drapes stairs treads.
Productions may include:	animations commercials documentaries feature films interactive media live or pre-recorded television productions live theatre or events music videos short films television productions of any type.
OHS regulations may include:	Australian Recommended Safety Code for Film and Television commonwealth, state and territory OHS regulations relevant local government construction rules and regulations relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - scenic art

Co-requisite units

Co-requisite units

CUFSCE202A Repair, maintain and alter scenic art

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to repair, maintain and alter scenic art elements used in a range of television, film and interactive media productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Scenic artists, painters and set making staff apply the skills and knowledge outlined in this unit. Generally they work as members of set construction crews under the supervision of a workshop manager. They are responsible for the care and maintenance of scenic art elements, which includes painting and colouring a full range of textures associated with sets and props. They require a good understanding of scenic art processes, as well as an appreciation of artistic criteria. They need to be proficient in the use of a range of hand and power tools.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify maintenance requirements	1. Liaise with relevant production personnel to confirm production requirements 2. Check scenic art elements required for productions to identify any faults that need to be repaired or alterations that need to be made 3. Discuss priorities for repair and maintenance of scenic art elements with relevant production personnel 4. Ensure elements are labelled, coded and stored safely in an appropriate order to meet production requirements 5. Handle consumable or hazardous materials correctly and according to relevant OHS regulations
Repair scenic art elements	6. Liaise with relevant production personnel to confirm required repairs 7. Ensure sufficient supplies of materials are available to cover needs during production 8. Clean scenic art elements ensuring delicate or problem materials are serviced with care 9. Apply paint to specified areas of scenic art elements where appropriate 10. Complete minor repairs to scenic art elements as appropriate and place in storage according to enterprise procedures
Undertake alterations of scenic art elements	11. Read and interpret instructions received concerning required alterations to scenic art elements 12. Complete alterations as instructed or seek assistance from appropriate production personnel according to individual level of responsibility 13. Ensure altered components are labelled properly and stored as required 14. Complete documentation in accordance with enterprise procedures 15. Maintain a clean and safe work area and store materials and equipment appropriately

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: liaise with relevant production personnel, e.g. scenic art designer, scenic artists and set construction crew understand and carry out instructions and creative directions as required complete routine workplace documentation work effectively as a team member literacy and numeracy skills sufficient to: accurately interpret scale drawings and measurements account for minor expenditures, e.g. petty cash technical skills sufficient to: use a range of materials and hand and power tools to maintain scenic art cloths apply a range of materials to scenic art elements, e.g. paints and adhesives self-management and planning skills sufficient to: prioritise work tasks work under pressure and meet deadlines seek expert assistance when problems arise label and store finished scenic art elements in an orderly manner maintain a clean and safe work area
Required knowledge
industry knowledge, including: roles and responsibilities of personnel involved in designing and realising productions understanding the artistic and technical elements of productions terminology associated with production scheduling characteristics of a range of materialsused inscenic art, including paints andcloths scenic art design and construction processes different types of construction materials and techniques familiarity with storage and identification processes and systems methods for the safe handling of hazardous materials OHS standards as they apply to preparing and priming scenic art cloths

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to: organise and store scenic art elements in line with production requirements demonstrate attention to detail when repairing, maintaining and altering scenic art elements follow directions and instructions handle hazardous materials and equipment in a safe manner collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: completion of scenic art maintenance tasks within typical workplace time constraints access to the tools, materials and equipment required to maintain scenic art cloths access to productions requiring scenic art cloths access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of the candidate repairing or altering scenic art cloths inspection of scenic art cloths maintained by the candidate to determine whether correct procedures have been followed and production requirements have been met written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUESCE05B Apply a general knowledge of scenic art CUFSCE201A Prepare and prime scenic art cloths.

Range Statement

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.
Production personnel may include:	scenic art designer production designer scenic art department personnel scenic art supervisor and manager scenic art production staff props department personnel head of department director of photography director producer technical director floor manager other technical/specialist staff.
Production requirements may include:	day and night deadlines hazardous situations in a studio on location - exterior on location - interior outside broadcast.
Scenic art elements may include:	backdrops costumes cycloramas decorative walls drops flats flooring and floor cladding flown pieces large props, e.g. furniture lettering models murals rakes rostrums scaffolding signage soft drapes stairs treads.
Productions may include:	animations commercials documentaries feature films filmed events interactive media productions live or pre-recorded productions of any type, e.g.: music drama comedy variety sport news and current affairs game shows forums or special events live theatre and events music videos short films.
Faults may include:	breakages chips dirt marks rips stains weathering.
Materials may include:	adhesives cleaning agents cloths, including: canvas gauze nessle wool silk velour synthetic fabrics dyes fire retardant gaffer tape nails and screws primers putties of various types solvent-based paints spare parts texture mediums water-based paints.
OHS regulations may include:	Australian Recommended Safety Code for Film and Television commonwealth, state and territory OHS regulations relevant local government construction rules and regulations relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia.
Storage may include:	containers offices on location refrigeration shelving temporary buildings warehouses.
Documentation may include:	colour charts computer generated confirmation of receipt and dispatch notes descriptive scenic art checklists fault reports manually written manufacture schedules manufacturer specifications and instructions measurement charts memos of instruction paint colour formulas production schedules running sheets scenic art breakdown lists scenic art design scenic art schedules and plans sketches stock orders stock reports technical drawings.
Equipment may include:	brushes charcoal sticks conversion tables cutting boards and tables dyeing facilities glue guns graining combs hopper guns measuring tapes power tools rollers scissors and cutters sponges spray-guns stamps tacks tools, e.g. wire cutters, hammers and pliers.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - scenic art

Co-requisite units

Co-requisite units

CUFSET301A Assemble and maintain sets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to assemble and maintain sets for productions in television, film, entertainment and interactive media industries. The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels. CPCCLDG3001A Licence to perform dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level. Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering a construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit 'CPCCOHS1001A Work safely in the construction industry' fulfils this requirement.

Application of the Unit

Application of the unit	Under the overall direction of supervising production staff, members of set construction crews apply the skills and knowledge outlined in this unit. They work closely with set designers, production managers and props personnel to assemble and maintain sets. They are usually involved with the packing and transportation of sets to and from production locations. During productions, the role includes maintaining the quality of sets and ensuring set continuity is achieved. As a rule, members of set construction crews need to be well-organised and flexible enough to adapt to unexpected situations, as well as having the technical skills required to carry out repairs and maintenance of set components.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare sets for production	1. Liaise with relevant production personnel to confirm production requirements 2. Review documentation relevant to production and analyse to ensure set requirements are fully met 3. Document condition of sets from all sources to ensure they meet required quality standards for production 4. Identify and repair faults or arrange with relevant production personnel to carry out specific alterations where applicable 5. Ensure sets are labelled, coded and stored to facilitate production requirements 6. Ensure relevant production personnel are briefed thoroughly on use, functions and placement of sets, including requirements for complying with OHS regulations
Pack sets for transport	7. Assist relevant production personnel to coordinate plans for transport to, and assembly of sets at, production sites 8. Confirm availability of adequate facilities to meet set requirements at production sites 9. Conduct checks on all equipment and sets prior to departure and complete documentation according to enterprise procedures 10. Pack sets in appropriate containers for transport to production sites and load using safe lifting and handling methods 11. Complete stock orders as required and ensure delivery to production sites in line with production requirements
Assemble and strike sets during productions	12. Check availability of set requirements and equipment and confirm with relevant production personnel any variations to original production requirements 13. Brief relevant production personnel about safety features and requirements associated with sets as applicable 14. Assemble sets ensuring all work is completed safely, securely and on time 15. Reassemble or strike sets according to production requirements ensuring continuity and appearance of sets are maintained 16. Assess whether damaged sets can continue to be used in production and arrange for replacements where necessary after referral to relevant production personnel 17. Ensure sets no longer required during production are stored securely and safely or returned to original sources in good condition
Strike sets	18. Strike sets at conclusion of productions and safely pack and load for transportation 19. Arrange return of items and equipment to original sources as applicable 20. Report equipment that is damaged and requires maintenance to relevant production personnel and document requirement 21. Finalise required documentation according to enterprise procedures and protocols 22. Leave production site in original or improved condition, ensuring no adverse impact on the site

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: liaise with relevant production personnel, e.g. set designers and continuity personnel understand and carry out instructions and creative directions as required explain the features of components of sets to others prepare relevant documentation and production information work effectively as a team member communicate effectively on the telephone and using two-way communication devices literacy and numeracy skills sufficient to: interpret design documentation, scale drawings and set construction specifications and instructions interpret measurements accurately initiative and enterprise in the context of being flexible and dealing with the unexpected during productions technical skills sufficient to: use a range of hand and power tools and equipment to dress sets use and apply a range of materials, e.g. paint, plaster, adhesives and mouldings assemble sets accurately according to production requirements self-management and planning skills sufficient to: prioritise work tasks work under pressure and meet deadlines make decisions within level of own responsibility seek expert assistance when problems arise maintain continuity of sets during productions store sets in an orderly manner maintain a clean and safe work area
Required knowledge
industry knowledge, including: roles and responsibilities of personnel involved in designing and realising productions understanding the artistic and technical elements of productions terminology associated with production scheduling set etiquette and protocols characteristics of different types of sets, construction materials and methods set design and construction processes familiarity with storage and identification processes and systems methods for the safe handling of hazardous materials OHS standards as they apply to assembling and maintaining sets

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to: assemble sets for productions in line with production requirements maintain sets continuity during productions handle hazardous materials and equipment in a safe manner collaborative approach to work effective verbal and written communication skills.
Context of and specific resources for assessment	Assessment must ensure: completion of set assembly tasks within typical workplace time constraints access to a range of set components used in productions access to productions requiring a range of set components access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of the candidate assembling sets for productions inspection of sets assembled by the candidate to determine whether production requirements have been met and proper procedures followed review of set continuity documentation prepared by the candidate written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUESET302A Make sets.

Range Statement

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.
Production personnel may include:	art director continuity personnel costume designer designers director director of photography floor manager head of department performers producer production designer production manager set designer sets department personnel sets makers, e.g. carpenters sets manager sets storeman stand-by sets technical director other technical/specialist staff.
Production requirements may include:	animatronic devices cable controlled sets day and night deadlines electrically controlled sets flooring hazardous situations hydraulics interior and exterior locations lifts mechanised sets multiple locations pneumatically controlled sets revolves scaffolding special effects sets winches.
Documentation may be:	call sheets colour charts computer generated confirmation of receipt and dispatch notes continuity reports and checklists descriptive checklists of sets fault reports hire agreements manually written manufacture schedules manufacturer specifications and instructions measurement charts memos of instruction paint colour formulas production schedules running sheets set designs sets breakdown lists sets schedules and plans sketches stock orders stock reports technical drawings.
Productions may include:	animations commercials documentaries feature films interactive media live or pre-recorded television productions live theatre and events music videos short films television productions of any type.
Set requirements may include:	construction from various materials, such as: timber metal fibre glass masonite plaster plastic mouldings canvas gauze synthetic and natural fibres gluing metalwork, including: cutting welding brazing moulding materials painting materials sculpting and other shaping methods weight bearing construction woodworking.
Sets may include:	cycloramas and backdrops flats flown pieces functional rooms, e.g. kitchen models, e.g. dinosaurs rostrums soft items, e.g. drapes stairs traps treads.
Sources may include:	corporate sponsors hirers individuals museums retail suppliers, e.g. hardware and timber merchants theatres.
Faults may include:	breakages dirt fire damage marks poor paint match rips stains.
OHS regulations may include:	Australian Recommended Safety Code for Film and Television commonwealth, state and territory OHS regulations relevant local government construction rules and regulations relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia.
Production sites may include:	in a studio on location - exterior on location - interior outside broadcast sound stage theatre and entertainment venue.
Facilities may include:	caravans catering French braces lock-up facilities offices on-site sheds safes sand bags secure strong boxes warehouses.
Equipment may include:	communication equipment, such as: mobile telephones two-way communication devices fire extinguishers first aid kit generators gloves power sources power tools safety boots safety goggles and masks spray rooms work benches.
Containers may include:	boxes braces cloth bags crates road cases timber frames tubes.
Continuity may include:	condition, e.g. rips and breakages mechanical sets, e.g. lifts miniatures models paint quality placement special requirements for action sequences.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - sets

Co-requisite units

Co-requisite units

CUFSFX301A Maintain and repair special effects items

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to maintain the functionality of physical special effects items for productions in television, film, entertainment and interactive media industries. The maintenance of special effects involves cleaning, repairing and altering each item to ensure operational continuity throughout a production. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The maintenance and assembly of physical special effects is related to the maintenance of props and other elements of sets for productions in television, film, entertainment and interactive media industries. However, the scale and nature of special effects items can vary quite dramatically - from models and miniatures to electronic devices to animatronics and creatures. People who apply the skills and knowledge described in this unit work under direct supervision. They need to be proficient in the use of a range of hand and power tools.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Maintain appearance of special effects items	1. Liaise with relevant personnel to confirm appearance of special effects items 2. Check special effects items for dirt, stains or marks 3. Clean special effects items, ensuring that delicate or problem materials are serviced with care 4. Apply new paint or other finish to required areas where appropriate 5. Ensure that special effects are always accurately labelled, coded and stored according to enterprise procedures
Repair special effects items	6. Identify faults, rips or breakages in special effects items 7. In consultation with relevant personnel, agree on minor repairs to be made according to individual level of responsibility 8. Use appropriate techniques and materials to complete minor repairs to special effects items 9. Organise repair of special effects items requiring specialist expertise in line with enterprise procedures 10. Complete documentation in accordance with enterprise procedures 11. Follow up specialist repairs to ensure that special effects items are available on location and functioning correctly in line with production schedules 12. Advise relevant personnel of any repair-related problems that require attention in a timely manner
Make alterations to special effects	13. Liaise with relevant personnel to identify alterations that need to be made 14. Read and interpret instructions for the required alterations 15. Complete alterations to special effects items or refer to relevant personnel, according to individual level of responsibility 16. Observe relevant OHS and public safety legislative requirements while repairing and maintaining special effects items 17. Complete relevant workplace documentation in accordance with enterprise procedures
Maintain special effects items during productions	18. Assist with the safe packing and loading of special effects items for transportation to production locations 19. Confirm with relevant personnel techniques, materials and tools required to assemble special effects items on location 20. Participate in ongoing discussions throughout the assembly process to ensure that special effects design requirements are met 21. Store partially finished special effects items and equipment during the assembly phase to avoid loss or damage 22. Assemble and disassemble special effects items throughout productions in line with production requirements, ensuring that continuity of appearance of items is maintained 23. Disassemble special effects items at the conclusion of productions and safely pack and load them for transportation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: interpret written and verbal instructions related to the repair and maintenance of special effects items liaise with specialist repair services for specified special effects items work collaboratively as a member of a production team complete workplace documentation problem solving skills sufficient to make adjustments to special effects items during routine maintenance and repair activities planning and organising skills sufficient to: ensure that repairs are completed on time assist with the assembly, maintenance and disassembly of special effects items during productions technical skills sufficient to: use hand and power tools to repair and maintain special effects items handle hazardous materials in a safe manner draw to scale and correct perspective self-management skills sufficient to: work under pressure and meet deadlines follow manufacturer specifications and organisational policies and procedures maintain a clean and safe work area seek expert advice when problems arise numeracy skills sufficient to interpret scale drawings and measurements
Required knowledge
detailed knowledge of sections of the Australian Recommended Safety Code for Film and Television related to the maintenance of special effects special effects design and construction process industry knowledge, including: roles and responsibilities of art and construction personnel issues and challenges that arise sufficient to maintain physical special effects for screen productions set etiquette and protocols OHS procedures as they relate to the safe use of equipment and materials to maintain physical special effects for screen productions

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to: demonstrate attention to detail when repairing, maintaining and altering special effects items follow directions and instructions handle hazardous materials and equipment in a safe manner assemble and disassemble special effect items on location in line with production requirements maintain continuity of appearance of special effects items during productions collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: completion of special effects maintenance tasks within typical workplace time constraints access to the tools required to complete repair and maintenance tasks access to a selection of special effects items listed in the range statement access to productions requiring special effects items access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of the candidate maintaining, repairing or altering special effects items direct observation of the candidate assembling or disassembling special effects items on location inspection of special effects items maintained, repaired or altered by the candidate review of maintenance reports prepared by the candidate written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPRP301A Assemble and maintain props.

Range Statement

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.
Relevant personnel may include:	designer director director of photography fire and safety officer floor manager head of department medic performer personnel with specialist expertise in special effects productions and execution producer production designer special effects department personnel special effects production personnel special effects supervisor and manager specialist equipment designer specialist manufacturer technical director transportation provider and crew other technical/specialist staff.
Special effects items may include:	animatronics and creatures automated and animatronic devices and controls cables computer controlled devices electrical and mechanical winches electro mechanical devices electronic devices electronic flashing and timing devices electronic hardware floor effects, including: weather effects fire and smoke collapsing and destruction water crashes motion control systems models and miniatures, including: demonstration type real type figures landscapes buildings motion control electronics and systems pneumatics power packs road cases, boxes, crates for storage and transportation sculpture - human, animal and inanimate.
Techniques may include:	fabrication gluing and cementing metalwork, including: cutting welding brazing moulding materials painting and finishing sculpting and other shaping methods timber construction woodworking.
Materials may include:	adhesives canvas clay fabrics fasteners fibreglass foam latex leather masonite metal products, e.g. bars, tubes and sheets mouldable materials moulded or cast metal paper products plaster plastics, e.g. moulded sheet polystyrene resins thermoplastic timber timber products, e.g. plywood, particle board and craft wood.
Documentation may be:	budgets call and running sheets colour charts computer generated confirmation of receipt and dispatch notes descriptive special effects checklists fault reports hire agreements manually written manufacture schedules manufacturer specifications and instructions measurement charts memos of instruction operational and project plans paint colour formulas production schedules scripts sketches special effects breakdown lists special effects construction schedules and plans special effects design stock orders stock reports technical drawings.
Locations may include:	day and night on location - exterior on location - interior outside broadcast studio.
Productions may include:	animated productions commercials documentaries feature films filmed events or performances live events and entertainment live or pre-recorded OHS and public safety legislative requirements may include:television productions music videos short films theatre productions.
OHS and public safety legislative requirements may include:	commonwealth, state and territory OHS regulations local government construction rules and regulations national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia.
Transportation may involve:	hired vehicles specialist handling and packaging of dangerous goods, including explosives, chemicals and pyrotechnic items use of boats, planes, helicopters and trains use of special transport low loaders.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - special effects

Co-requisite units

Co-requisite units

CUFSFX401A Create special effects items

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to construct physical special effects items for productions in the screen, media and entertainment industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The construction of physical special effects is related to the construction of props and other elements of sets for productions. However, the scale and nature of special effects items can vary quite dramatically - from models and miniatures to electronic devices to animatronics and creatures. Specialist electronic or engineering skills may be required to complete items, so the ability to work cooperatively on projects is essential. This work is usually undertaken with some supervision and guidance. Skills associated with creating digital visual effects are covered in: CUFANM402A Create digital visual effects.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare to create special effects	1. Confirm special effects requirements in consultation with relevant personnel and with reference to production documentation 2. Based on analysis of special effects requirements, suggest changes to specifications if appropriate and confirm final requirements with relevant personnel 3. Discuss with relevant personnel a range of construction methods and techniques that could be used to meet design and production requirements 4. Agree on methods and techniques that will provide the best visual interpretation of script requirements, taking into account budget and other constraints 5. Select required equipment and materials according to design and production requirements
Create special effects	6. Participate in ongoing discussions with relevant personnel throughout the construction process to ensure special effects design requirements are met 7. Create special effects items using selected materials and production techniques 8. Observe relevant OHS and public safety legislative requirements throughout the construction phase 9. Participate in ongoing production technique trials to establish the best results and solve any problems that arise during the creation of special effects items 10. Label and store partially completed special effects items to enable easy retrieval and to avoid loss or damage during the production phase
Finalise special effects	11. In consultation with relevant personnel, evaluate and check special effects items for accuracy and compliance with design and production specifications 12. Adjust special effects items as required 13. Label and store finished special effects in readiness for productions 14. Evaluate own performance in the process of creating special effects items and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: interpret production documentation, special effects construction specifications and instructions work collaboratively as a member of a production team complete workplace documentation initiative and flexibility sufficient to contribute ideas about the most efficient way to create special effects to meet creative requirements technical skills sufficient to: use hand and power tools to construct special effects items handle hazardous materials in a safe manner draw to scale and correct perspective problem solving skills sufficient to make adjustments to special effects items during the construction phase so that requirements can be met planning and organising skills sufficient to construct special effects in a logical sequence self-management skills sufficient to: work under pressure and meet deadlines follow manufacturer specifications and organisational policies and procedures seek expert advice when problems arise numeracy skills sufficient to measure materials
Required knowledge
industry knowledge, including: roles and responsibilities of art and construction personnel broad understanding of the artistic and technical elements of productions issues and challenges that arise when constructing physical special effects for productions in the screen, media and entertainment industries principles of and techniques for constructing physical special effects for screen productions sound knowledge of: properties, applications and durability of different types of materials that can be used for special effects construction behaviour of various materials, finishes, painting techniques and colours under lighting properties and characteristics of a variety of materials before and after art finishing techniques for testing finished and unfinished materials, such as fabric, leather, vinyl, plastic, foam, latex, found objects, straw, paper and cardboard detailed knowledge of sections of the Australian Recommended Safety Code for Film and Television related to the construction of special effects OHS procedures as they relate to the safe use of equipment and materials to construct physical special effects for productions

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: creation of special effects items that meet production requirements and demonstrate: correct interpretation of creative special effects designs safe handling of hazardous materials ability to meet deadlines collaborative approach to work attention to detail.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration ofskills through the making of special effects items for at least two productions access to productions that require the creation of special effects items access to materials required to make required special effects items access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of special effects items made by the candidate to determine whether production requirements have been met and correct procedures followed written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFSFX301A Maintain and repair special effects items CUFSFX402A Coordinate the logistics of special effects operations CUVCRS06B Make scale models.

Range Statement

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.
Special effects items may include:	animatronics and creatures automated and animatronic devices and controls cables computer controlled devices electrical and mechanical winches electro mechanical devices electronic devices electronic flashing and timing devices floor effects, including: weather effects fire and smoke collapsing and destruction water crashes motion control systems models and miniatures: demonstration type real type figures landscapes buildings motion control electronics and systems pneumatics power packs road cases, boxes and crates for storage and transportation sculpture - human, animal and inanimate.
Relevant personnel may include:	designer director director of photography fire and safety officer floor manager head of department medics performer personnel with specialist expertise in special effects productions and execution producer production designer production manager special effects department personnel special effects production personnel special effects supervisor and manager specialist equipment designer specialist manufacturer supervisor technical director other technical/specialist staff.
Documentation may include:	budgets call and running sheets colour charts computer generated confirmation of receipt and dispatch notes descriptive special effects checklists fault reports hire agreements manually written manufacture schedules manufacturer specifications and instructions measurement charts memos of instruction operational and project plans paint colour formulas production schedules scripts sketches special effects breakdown lists special effects construction schedules and plans special effects design stock orders stock reports technical drawings.
Techniques used may include:	fabrication gluing and cementing metalwork, including: cutting welding brazing moulding materials painting and finishing sculpting and other shaping methods timber construction woodworking.
Productions may include:	animated productions commercials documentaries feature films filmed events or performances live events and entertainment live or pre-recorded television productions of any type music videos short films theatre productions.
Constraints may include:	availability of: personnel facilities resources locations: studio interior and exterior outside broadcast day and night timelines.
Materials may include:	adhesives canvas clay fabrics fasteners fibreglass foam latex leather masonite metal products, e.g. bars, tubes and sheets mouldable materials moulded or cast metal paper products plaster plastics, e.g. moulded sheet polystyrene resins thermoplastic timber timber products, e.g. plywood, particle board and craft wood.
OHS and public safety legislative requirements may include:	commonwealth, state and territory OHS regulations local government construction rules and regulations national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - special effects

Co-requisite units

Co-requisite units

CUFSFX402A Coordinate the logistics of special effects operations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to coordinate the logistics of physical special effects operations for productions in the screen, media and entertainment industries. The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels. CPCCLDG3001A Licence to perform dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level. Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering a construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit 'CPCCOHS1001A Work safely in the construction industry' fulfils this requirement.

Application of the Unit

Application of the unit	Coordinating physical special effects operations for productions is related to coordinating operations for props and other elements of sets. However, the scale and nature of special effects items can vary quite dramatically - from models and miniatures to electronic devices to animatronics and creatures. This means that transportation arrangements can be complex on occasions, as can the process of assembling and disassembling items. Teamwork is a key feature of this role and generally speaking people in this position are responsible for supervising a team, while reporting to a production manager.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for transportation of special effects items	1. Confirm facilities available at production locations in consultation with relevant personnel and with reference to production documentation 2. Inspect locations as required to identify most appropriate delivery, storage and assembly arrangements 3. Ensure that power supply and facilities at locations are adequate to meet production requirements for assembling and executing special effects 4. Conduct pre-departure checks on all equipment to be used at locations 5. Complete required stock orders and ensure availability in time for the assembly and execution of special effects 6. Develop an operational plan to transport, assemble and disassemble special effects items at production locations 7. Identify problems that might occur with the transportation and assembly of special effects items and make contingency plans as required
Coordinate the transportation of special effects items to locations	8. Organise the construction or acquisition of road cases, boxes or crates to enable the safe transportation of special effects items to production locations 9. Ensure that safe lifting and handling methods are used to pack and unpack special effects items, taking care to avoid damage to items 10. Ensure that transportation method allows access to locations and is suited to the nature and quantity of special effects items being transported 11. Provide clear, accurate and complete instructions to transport providers 12. Complete documentation in accordance with enterprise procedures
Receive special effects items at locations	13. Check and document condition of all special effects items and construction equipment transported to production locations 14. Complete any reports on shortages or damaged items in line with enterprise procedures 15. Coordinate deliveries of goods from specialist manufacturers and hirers 16. Check and document the quality and condition of hired or specially manufactured items on receipt, to ensure that production requirements can be met
Assemble and disassemble special effects items on location	17. Identify and implement solutions to any operational problems in consultation with relevant personnel 18. Oversee assembly of special effects items, ensuring that quality standards are adhered to, the most appropriate techniques are used and that work is undertaken within budget constraints 19. Ensure that OHS and public safety legislative requirements are met and production schedules are adhered to 20. During assembly, ensure safety of all personnel and any general public present 21. Secure special effects items and accessories throughout the assembly phase to minimise theft or damage 22. Coordinate safe disassembling, packing and return transportation of special effects items and equipment 23. Report and document any equipment that is damaged and requires maintenance in line with enterprise procedures 24. Leave locations in the original or improved condition, ensuring no adverse impact on the sites 25. Evaluate own role in special effects operations and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: interpret production documentation, special effects assembly specifications and instructions provide verbal instructions to team members responsible for assembling and disassembling special effects items work collaboratively as a member of a production team, including supervising team members complete workplace documentation initiative and flexibility sufficient to devise the most efficient way to handle the logistics of transporting complex special effects items problem solving skills sufficient to make adjustments to special effects items to allow for transportation without compromising functionality planning and organising skills sufficient to: plan and coordinate transportation of special effects items to and from locations in line with production requirements manage stock control in relation to special effects operations technical skills sufficient to: use hand and power tools to assemble special effects items handle hazardous materials in a safe manner self-management skills sufficient to: work under pressure and meet deadlines follow manufacturer specifications and organisational policies and procedures seek expert advice when problems arise numeracy skills sufficient to interpret budgets and monitor expenditure against budgets
Required knowledge
industry knowledge, including: roles and responsibilities of art and construction personnel broad understanding of the artistic and technical elements of productions issues and challenges that arise when coordinating the transportation and assembly of physical special effects for productions in the screen, media and entertainment industries set etiquette and protocols principles of and techniques for assembling and disassembling physical special effects for screen productions sound knowledge of: properties, applications and durability of different types of materials that can be used for special effects construction behaviour of various materials, finishes, painting techniques and colours under lighting detailed knowledge of sections of the Australian Recommended Safety Code for Film and Television related to special effects operations and other codes of practice relevant to specific special effects operations OHS procedures as they relate to the safe use of equipment and materials to construct physical special effects for productions

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: efficient coordination of special effects operations that demonstrates an ability to: interpret production documentation correctly meet production requirements coordinate transportation of special effects items to and from locations take account of budgetary and resource constraints communicate effectively with team members while supervising the assembly and disassembly of special effects items on location application of safe work practices.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration ofskills through coordinating the logistics of special effects operations for at least two productions access to productions that require special effects items access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance discussion with the candidate about procedures followed to coordinate the logistics of special effects operations, including problems that could arise and how they would be dealt with inspection of plans prepared by the candidate for the transportation and assembly and disassembly of special effects items to determine if correct procedures have been followed written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBOHS407A Monitor a safe workplace BSBPMG408A Apply contract and procurement procedures CUETEM06B Organise and monitor bump in/bump out.

Range Statement

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.
Locations may include:	day and night on location - exterior on location - interior outside broadcast studio.
Relevant personnel may include:	designer director director of photography fire and safety officer floor manager head of department medic performers personnel with specialist expertise in special effects productions and execution producer production designer production manager special effects department personnel special effects production personnel special effects supervisor and manager specialist equipment designer specialist manufacturer supervisor technical director transportation provider and crew other technical/specialist staff.
Documentation may include:	budgets call and running sheets colour charts computer generated confirmation of receipt and dispatch notes descriptive special effects checklists fault reports hire agreements manually written manufacture schedules manufacturer specifications and instructions measurement charts memos of instruction operational and project plans paint colour formulas production schedules scripts sketches special effects breakdown lists special effects construction schedules and plans special effects design specialist documents required for the transportation of dangerous goods stock orders stock reports technical drawings.
Productions may include:	animated productions commercials documentaries feature films filmed events or performances live events and entertainment live or pre-recorded television productions of any type music videos short films theatre productions.
Special effects items may include:	animatronics and creatures automated and animatronic devices and controls cables computer controlled devices electrical and mechanical winches electro mechanical devices electronic devices electronic flashing and timing devices electronic hardware floor effects, including: weather effects fire and smoke collapsing and destruction water crashes motion control systems models and miniatures: demonstration type real type figures landscapes buildings motion control electronics and systems pneumatics power packs road cases, boxes, and crates for storage and transportation sculpture - human, animal and inanimate.
Transportation may include:	hired vehicles specialist handling and packaging of dangerous goods, including explosives, chemicals and pyrotechnic items use of boats, planes, helicopters and trains use of special transport low loaders.
Techniques may include:	fabrication gluing and cementing metalwork, including: cutting welding brazing moulding materials painting and finishing sculpting and other shaping methods timber construction woodworking.
OHS and public safety legislative requirements may include:	commonwealth, state and territory OHS regulations local government construction rules and regulations national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - special effects

Co-requisite units

Co-requisite units

CUFSOU204A Perform basic sound editing

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to for basic digital sound editing. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Assistant sound editors and production personnel in the community broadcasting sector apply the skills and knowledge described in this unit. They are responsible for preparing, organising and digitally editing relatively simple sound sequences or programs for radio, television, film and interactive media. They are expected to contribute to creative outcomes, including selection and acquisition of sound materials. In a production house environment, they typically work under the supervision of a picture editor or senior sound editor, and are often involved in editing both sound and vision. Combined editing skills at a basic level are covered in: CUFPOS201A Perform basic vision and sound editing. More complex skills associated with editing sound, including dialogue, are covered in: CUSSOU403A Perform advanced sound editing.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for editing sound	1. In consultation with relevant production personnel, clarify editing requirements, including creative and technical expectations of productions 2. Obtain and label source materials and additional materials as required and keep them in a safe, clean location with appropriate documentation 3. Organise transfer of source materials to appropriate equipment where necessary, ensuring sufficient digital storage capacity is available 4. Check editing equipment is operational and suited to the designated editing processes and according to enterprise procedures 5. Organise additional equipment and consumables needed to minimise interruptions during the editing process 6. If required, obtain sign-off to proceed with edits
Assemble sequences for editing	7. Digitise audio content and additional sound materials in the specified format, ensuring format is compatible with available software and editing equipment 8. Monitor digital output and arrange for problems to be fixed where necessary 9. Identify sound edit positions using appropriate documentation and optimise quality where applicable 10. Log and assess sound sequences according to production requirements and arrange digital back-up copies as insurance against editing errors 11. Consider how materials may be edited efficiently to meet technical and creative criteria
Edit sound sequences	12. Edit audio sequences according to production requirements and accurately document details of each edited sound sequence 13. Generate an appropriate track list to facilitate subsequent stages of sound mixing processes 14. Accurately chart positions and durations of sound sequences, noting requirements for transitions where applicable 15. Apply effects and digital enhancements to maximise creative outcomes of sound sequences according to production requirements 16. Manipulate editing software and equipment to produce required sequences and to resolve identified problems 17. Seek feedback on work in progress from relevant production personnel and refine edits as required 18. Submit final edits by the agreed deadline in accordance with enterprise procedures
Finalise sound edits	19. Archive edited audio files and complete associated documentation according to enterprise procedures 20. Advise relevant production personnel of editing equipment requiring maintenance and leave workstation in original or improved condition 21. Participate in post-production debriefing sessions as required 22. Evaluate own performance against technical and creative criteria and discuss with colleagues where appropriate

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and organisational skills sufficient to: arrange sound media logically and accurately liaise with relevant production personnel understand and follow instructions technical skills sufficient to: edit a range of audio sequences and segments digitise pre-recorded content, e.g. digital and analogue audio, sound effects change audio from one format to another follow relevant file management protocols for specified operating systems identify faults that occur in audio production environments initiative and enterprise in the context of editing sound to meet creative production requirements aural discrimination skills in the context of listening critically to, and enhancing the quality of, sound elements and sequences self-management skills sufficient to: prioritise work tasks and meet deadlines seek expert assistance when problems arise literacy and numeracy skills sufficient to: identify and label accurately source materials and copies read and interpret sound documentation and plans implement and record codes and timings document sound components, e.g. maintenance of logging sheets
Required knowledge
familiarity with basic sound editing conventions, practices and techniques editing and audio terminology understanding of the roles and skills associated with other post-production personnel sound editing software and equipment for both broadcast and non-broadcast varied characteristics of sound in a range of environments OHS standards in relation to: using a computer and keyboard for periods of time observing safe noise levels

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: a range of digitally edited sound sequences that meet production requirements collaborative approach to work attention to detail ability to work to deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to a range of pre-recorded sound footage access to industry-current sound editing software as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of sound sequences edited by the candidate in response to instructions received from a supervising editor observation of the candidate preparing and editing sound sequences written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPOS201A Perform basic vision and sound editing CUFSOU301A Prepare audio assets CUFSOU302A Compile audio material for broadcast.

Range Statement

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.
Production personnel may include:	assistant editor broadcasters CGI (computer generated imagery) personnel director musicians producer production manager sound designer sound editor sound effects personnel sound engineer sound recording studio personnel station manager supervisor technical director volunteers coordinator other technical/specialist personnel.
Productions may include:	animated productions CD/DVD commercials documentaries feature films features - television and film filmed events or performances interactive media products music music videos news and current affairs podcasts promotional trailers radio broadcasts short films television programs, e.g.: music drama comedy variety sport websites.
Source materials may include:	archival recordings atmosphere CD/DVD recordings foley effects live captured effects music SFX (sound effects) synthesised sound voice recordings/dialogue.
Additional materials may include:	archival sound footage file images stock sound footage.
Documentation may include:	assembly order computer generated duration print-outs EDLs (edit decision lists) fault reports hire agreements list of sequences with relevant shot numbers log sheets for location manually written marked-up scripts marked-up transcripts memos of instruction operational/project plan production schedules scripts sound recordings sound/audio reports wild-line and sound effects log sheets.
Digital storage may include:	cassettes CD DAT DMSS (digital mass storage systems) DVD hard disks internal sound cards magneto-optical optical tape.
Editing equipment may include:	amplifiers audio converters audio desk/mixers CD player/burner CDs DAT (digital audio tape) digital and analogue recording devices digital non-linear (online) editing systems DVDs effects rack hard disk recorder headphones linear (off-line) editing systems mini disks mixing console/desk analogue, digital, digitally controlled analogue (hybrid) sequence sampler speakers tape machines.
Additional equipment may include:	cassette player/recorder CD player/recorder DVD player/recorder headphones iPod microphones sound cables speakers.
Consumables may include:	computer disks labels marker pens mini disks sound tapes, e.g.: DAT cartridge compact audio cassette reel-to-reel 16 mm magnetic.
Audio content may include:	atmosphere recordings dialogue foley effects interviews live recordings music sound effects synthesised audio.
Formats may include:	audio/sound, e.g.: DAT AIF (AIFF) WAV WAV (BWF - broadcast WAV format) WMA MIDI OGG AAC (advanced audio coding) Apple lossless magnetic tape Real Audio QuickTime MP3 computerised data.
Software may include:	after effects package computer programs, e.g.: Pro Tools Sound Forge Adobe Audition Final Cut Pro Adobe After Effects EDL software freeware shareware.
Sound edit may include:	computerised data digital non-linear edit of rough and fine cuts edit of source and recorded materials film and video audio assets initial edit of sound rushes integration of the picture (image) editing process to ensure sound and picture are in sync linear off-line on-line.
Sound sequences may include:	atmosphere tracks dialogue foley effects music sound effects tracks that have been: pre-recorded (using sound effects libraries) recorded live (foley sound effects, production sound effects) electronically generated (synthesised/computer generated sound effects) voice-overs.
Production requirements may include:	ADR (additional dialogue recordings) aesthetic atmosphere tracks durations effects music technical vision and sound edit voice-overs.
Technical and creative criteria may include:	ADR (additional dialogue recordings) audio levels balance between track levels balance of background music compression factors, e.g. codecs consistency of voice levels continuity of background ambience in location recordings distortion durations editorial requirements enhancement of visual images foley natural pausation sound balance, e.g. music synchronisation of sound and vision.
Details may include:	copyright details durations in and out points quality assessment source details specific content take options technical notes.
Manipulating editing software and equipment may include:	adjusting and normalising audio levels inserting, e.g.: transitions sound effects music voice-overs overlays manipulating audio clips, e.g.: cutting pasting copying moving splitting.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUFSOU301A Prepare audio assets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare audio assets for inclusion in interactive media. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The size of an enterprise or project determines who undertakes the role described in this unit. In a large-scale environment, the person responsible for this task would typically be supervised by an audio asset creator or audio engineer and an audio programmer or interactive media author. In a radio station, the prime focus of the task involves converting radio programs into podcast material or in a form appropriate to streaming or downloading, and this may be a dedicated role under the supervision of a producer. In a smaller enterprise or project, an audio programmer, interactive author or audio/sound engineer would absorb this task into their role. In all cases, they are collaborating closely with other team members. Skills associated with other aspects of audio/sound production at this level are covered in: CUSSOU201A Assist with sound recordings CUFSOU204A Perform basic sound editing.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Identify audio assets	1. Obtain analogue or digital sources of audio 2. Identify the source file formats 3. Identify the output purpose, destination and platform 4. Discuss with relevant personnel the required output file format and audio codecs for specified bandwidths 5. Discuss with relevant personnel the appropriate audio encoding software
Prepare audio assets	6. Open appropriate audio encoding software and load audio file 7. Eliminate or treat defects on sound recordings 8. Equalise sound output levels where necessary 9. Ensure duration of audio sequences meets that required by the specification, and adjust if necessary 10. Determine and apply appropriate audio codecs 11. Batch optimise audio files where possible 12. Save files in appropriate output file format using standard naming conventions
Package audio assets	13. Assign metadata tags if required 14. Group files logically in folder system using standard naming conventions 15. Store in share drive or repository for production team access

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to interpret and clarify written or verbal instructions ability to work as a member of a production team, both independently on assignment and under direction technical skills sufficient to: use audio software to prepare audio sequences for inclusion in interactive media manage files using standard naming conventions apply appropriate metadata tags to describe files self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members, e.g. designers, content creators, information architects, programmers and coders basic understanding of the relationship between the technical and creative aspects and requirements of interactive media projects features of a range of delivery platforms basic understanding of what happens when audio files are compressed for inclusion in interactive media products appropriate codecs for various platforms and destinations digital audio source and output formats equalisation techniques techniques for saving and preparing digital audio output to optimise file size OHS standards as they relate to working for periods of time on computers OHS principles of safe listening (including safeguards against hearing loss)

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: preparation of a range of audio sequences to be included in interactive media products that meet appropriate technical specifications proficient use of audio encoding software.
Context of and specific resources for assessment	Assessment must ensure: access to industry-current audio encoding software access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of audio assets prepared by the candidate on a number of occasions written or verbal questioning to test knowledge of codecs for various platforms and understanding of file compression.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG301A Prepare video assets.

Range Statement

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.
Source file formats may include:	WAV AIFF AU MP3 WMA AAC (Apple lossless) OGG.
Purposes may include:	audio sequences, e.g.: SFX (sound effects) music foley atmospherics dialogue additional dialogue, e.g. rerecorded and narration audio sequences incorporated into a: website podcast game learning object interactive application animation.
Destinations may include:	computer-based playback software, e.g. iTunes downloading server internet audio players, e.g.: Quicktime Windows Media Player RealPlayer progressive downloading (buffering) server streaming server.
Platforms may include:	CD digital audio players (e.g. iPod, MP3) DVD games console internet kiosk mobile phone PDA (personal digital assistant).
Relevant personnel may include:	audio engineer clients producer programmers and technical support people supervisor other specialist creative and administrative personnel as appropriate.
Output file formats include:	AAC (advanced audio coding) AMR-NB Apple lossless MP3 RAM WMA.
Audio codecs may include:	bit depth bit sampling rates mono or stereo standardised and preset codecs.
Audio encoding software may include:	audio editing tools, e.g.: Audacity Adobe Audition Pro Tools specialised audio compression tools.
Metadata tags may include:	album artist defaults description episode resolution track version.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUFSOU302A Compile audio material for broadcast

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to record and edit short audio segments within tight deadlines. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Reporters at radio stations typically apply the skills and knowledge outlined in this unit. This work is usually assignment-based and clear instructions on production requirements are provided by supervising staff. On location, the reporter is typically responsible for setting up equipment and recording the audio material. During the editing process, the reporter has access to supervising staff to help resolve problems. More complex skills associated with conducting in-depth interviews are covered in: CUFAIR401A Conduct interviews. Skills associated with a full range of basic sound editing skills are covered in: CUFSOU204A Perform basic sound editing.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare to record audio material	1. Confirm production requirements and deadlines with relevant personnel 2. Become sufficiently familiar with topics to ask appropriate questions of interviewees 3. Prepare appropriate questions that elicit information relevant to production requirements and that ensure interview purpose is met 4. Rehearse questions as required 5. Check that portable audio recording equipment and accessories are fully functional and report equipment faults to relevant personnel 6. Ensure charged batteries are in sufficient supply to meet recording needs
Record audio material on location	7. Position microphone to achieve optimum audio quality, taking into account weather conditions and background noise at location 8. Conduct sound and level check to ensure that audio recording equipment is fully functional 9. Record an identification according to station procedures 10. Record audio material according to production requirements 11. Record ambient sound as bridging material for the editing process 12. Dismantle audio recording equipment and check that all equipment is accounted for before leaving location
Edit audio material using digital editing systems	13. Listen to recorded audio and identify edit positions to produce required audio segment 14. Transfer audio material into computer hard disk storage system or software 15. Use software functions to edit audio material in accordance with production requirements and within time constraints 16. Listen to edited material to evaluate quality and content and to identify problems 17. Manipulate the editing software to solve identified problems and seek expert advice if required 18. Save final edit in appropriate format
Submit edited material for broadcast	19. Leave the worksite in the original or improved condition for use by colleagues 20. Complete documentation and submit edited material for approval to relevant personnel by the agreed deadline 21. Make final adjustments in response to feedback from relevant personnel 22. Archive edited material in accordance with station procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: interpret and clarify written or verbal instructions ask basic questions clearly and confidently of interviewees ability to work as a member of a production team, both independently on assignment and under direction initiative and enterprise in the context of setting up recording equipment to optimise quality of recorded material technical skills sufficient to: make simple adjustments to, and operate, basic audio recording equipment in a range of locations use basic functions of digital editing software to produce audio material for broadcast literacy and numeracy skills sufficient to: interpret written background information complete workplace documentation accurately label source materials and copies time segments to meet production requirements self-management skills sufficient to: work under pressure meet deadlines seek expert assistance when problems arise problem solving skills sufficient to anticipate and deal with minor equipment set-up problems
Required knowledge
industry knowledge, including: roles and responsibilities of personnel involved in the production process issues and challenges that arise in the context of compiling audio material for broadcast techniques for: recording audio in variable weather conditions minimising the effect of background location noise while recording audio characteristics of commonly used microphones and portable audio recording equipment OHS requirements as they relate to recording audio material on location and working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to work within production deadlines ability to work effectively as a team member and independently on clearly defined assignments ability to operate basic audio recording equipment in locations such as those listed in the range statement ability to edit audio material using the basic functions of digital editing software.
Context of and specific resources for assessment	Assessment must ensure: access to a functional set of equipment based on items listed in the range statement. Equipment must be sufficient to enable the compilation of a portfolio of edited audio material recorded in different locations, including exterior and interior, and variable weather conditions that the candidate demonstrates competency in recording and editing audio material in a production environment over a period of time access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of audio material recorded and edited by the candidate in response to instructions observation of the candidate recording material in the field written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM301A Plan and prepare programs CUFRES201A Collect and organise content for broadcast production CUFSOU204A Perform basic sound editing.

Range Statement

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.
Production requirements may include:	events landline links live and pre-recorded radio broadcasts live and pre-recorded television broadcasts live feeds outside broadcasts satellite-linked interviews studio productions syndications test viewings.
Relevant personnel may include:	broadcasters (remote broadcast engineers) clients directors/producers/supervisors post-production editors/mixers programmers/program managers sound effects persons sound engineers sound technicians (designers, editors, mixers, recordists, re-recording mixers) technical support staff.
Interview purpose may include:	delving into a personality eliciting anecdotal information gaining information/facts justifying, interpreting or obtaining an opinion/ comment recounting a personal experience.
Audio recording equipment and accessories may include:	analogue recorders batteries and battery charger clamp-on adaptors cables and leads digital recorders, e.g.: hard disk mini disk DAT headphones microphones, e.g.: uni-directional omni-directional cardiod shotgun lapel microphone stand pop shields.
Identification may include:	date interviewee interviewer location program topic.
Audio material may include:	basic interviews material from live events/incidents material from press conferences vox pops.
Ambient sound may include:	location sound effects room sound sounds of nature street noise.
Location may include:	exterior, e.g.: street festival/event interior, e.g.: press conference event private home commercial premises.
System or software may include:	professional-standard applications systems or software applications developed in-house.
Software functions may include:	copy cut fade move normalise levels paste.
Appropriate format may include:	AAC AIFF Apple Lossless FLAC MP3 TTA WAV WMA.
Documentation may include:	cue sheets (intro and outro cues, duration) fault reports labels running sheets.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUFWRT301A Write content for a range of media

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write content for a range of media. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The person applying the skills and knowledge outlined in this unit could be expected to write both original and re-purposed non-narrative content for a range of media. The content could include such things as information for websites; community, news and promotional announcements for radio stations; organisation newsletters and audio or visual presentations. In larger organisations or in the development of e-learning resources, the person would usually be re-purposing material written by other writers or content experts. This work is usually undertaken with some supervision and guidance. The writing of narrative content is covered in: CUFWRT302A Write simple stories. More complex skills associated with writing can be found in: CUFWRT401A Edit texts CUFWRT403A Write narration and current affairs material.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare to write content	1. Identify production requirements for content with relevant personnel and according to organisational procedures 2. Identify purpose of content and other factors that have implications for the way content will be written 3. Identify text-based content that may be incorporated and referenced, and organise copyright clearances as required 4. Use a range of additional sources to find information where there are perceived gaps in text-based content 5. Identify needs and perspectives of target users and audience with reference to a range of user data 6. Generate a range of ideas relevant to purpose of the content to be written 7. In consultation with relevant personnel, evaluate and select most appropriate content ideas and writing styles
Draft content	8. Classify, structure and sequence content so that it is easy to read or navigate 9. Draft content using writing and communication principles 10. Draft content using writing techniques appropriate to purpose of the content 11. Provide captions or descriptions for media assets as required 12. Apply presentation techniques to enhance readability 13. Refine and redraft content until it meets creative requirements 14. Proofread content and conduct readability tests if appropriate 15. Submit final draft to relevant personnel for consideration and review
Finalise content	16. Incorporate feedback from relevant personnel into final content 17. Submit content by agreed deadline according to organisational procedures 18. Note areas for improvement in own area of responsibility and take action accordingly

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions write content in a style appropriate to target users and audience communicate information to specific audiences structure text-based content effectively for target audiences and delivery format work collaboratively in a team environment - both independently on assignment and under direction respond positively to constructive feedback conceptual skills sufficient to generate a range of text-based content ideas in response to a brief technical skills sufficient to: proficiently use word processing tools check and proofread written content using manual and automated systems self-management and planning skills sufficient to: prioritise work tasks source information and reference material in a timely fashion meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when writing content understanding the way readers scan and read written material writing and communication principles for the relevant medium writing and presentation techniques for the relevant medium sound knowledge of grammar and punctuation media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action copyright clearance procedures OHS as it relates to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: application of the principles of writing and communication to content written for a range of purposes content written in a way that engages the target audience sound knowledge of grammar and punctuation collaborative approach to work ability to work under pressure and meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills by writing a range of content within timeframes typical in an industry context access to: word processing software variety of information sources access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of content written by the candidate in response to a range of briefs written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM301A Plan and prepare programs CUFRES201A Collect and organise content for broadcast or publication CUFWRT302A Write simple stories.

Range Statement

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.
Production requirements may include:	availability of staff budget confidentiality contractual copyright deadlines duration of items for on-air presentation editing process intellectual property location number of content items schedule specified number of words station procedures.
Content may include:	community service announcements copy for interactive media products copy for newsletters or other print media intros, outros and back announcements items for wikis news and current affairs items for community broadcasting on-air presentation material sponsorship announcements surveys: online print telephone polling.
Relevant personnel may include:	asset creators authors broadcasters clients content experts directors editors graphic designers information architects other writers producers program managers programmers volunteers' coordinators other technical/specialist staff.
Purposes may include:	audio and visual presentations educational informational marketing networking: social corporate promotional.
Factors may include:	delivery platform for interactive media content, including: internet CD DVD games console kiosk mobile telephone personal digital assistant (PDA) target audience characteristics type of program or product: lifestyle chat and interview talkback news current affairs music interactive game website.
Text-based content may include:	actual events articles documents dramatic material education and training texts interviews manuals news sources press releases publications.
Sources may include:	actual events colleagues commercial enterprises federal, state and local government departments fiction imagination industry associations and organisations industry practitioners and technical experts internet life experience media outlets organisational policies and procedures personal observations and experience publications: reference books newsletters and magazines specialist technical journals bulletins, press releases and letters manufacturer handbooks, manuals and promotional material.
User data may include:	audience research compiled by external bodies, such as the Australian Bureau of Statistics focus groups personas profiles site feedback site metrics surveys.
Writing styles may include:	conversational dialogue dramatic formal humorous journalistic plain English whimsical.
Writing principles may include:	clear and meaningful concise consistent style correct grammar, punctuation and spelling factually accurate logical order.
Communication principles may include:	communicates the message conveys meaning encourages feedback and interaction meets audience requirements promotes two-way conversation.
Writing techniques may include:	applying the inverted pyramid avoiding clichÃ©s, jargon and slang choosing appropriate words crafting paragraphs crafting sentences creating relevant hyperlinks by using accessible wording to link internal and external content cutting verbiage employing active voice using plain English using the 5 Ws: who, what, when, where and why writing visually for an auditory medium.
Media assets may include:	2D animations 3D animations audio graphics photos video.
Presentation techniques may include:	abstracts blurbs bullet and numbered lists captions formatting headings and subheadings hyperlinks typography.
Readability tests include:	Flesch-Kinnaid index Gunning Fog index W3C Accessibility standards as they apply to text-based content for interactive media.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CUFWRT302A Write simple stories

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write simple stories. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People with the skills outlined in this unit are able to use both linear and non-linear structures to write simple stories. They could be writing stories for a wide range of products, e.g. interactive media, animations, e-learning resources and the print media. They would typically be writing stories in response to a clearly-defined brief under the supervision of a senior writer or editor. Stories would be short, e.g. a story for one or two animated objects, a dialogue between characters in a learning resource, or a creative piece for a magazine. Skills associated with writing more complex stories are covered in: CUFWRT402A Write extended stories.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify storytelling requirements	1. Discuss with relevant personnel storytelling briefs, including target audience, format, timelines and delivery platforms 2. Identify purpose of dialogue, characters, point of view and setting to help structure storylines 3. Discuss with relevant personnel possible visual and aural storytelling structures that would meet the requirements of briefs
Prepare to write stories	4. Research stories from a range of creative works that may inspire story ideas that meet requirements of briefs 5. Use information sources to research subject areas 6. Experiment with linear and non-linear storyline structures 7. Use imagination to develop ideas for characters, plots and settings 8. Develop ideas for scenarios, contexts and situations in which characters act, react and resolve 9. Select story structure and content that best meet requirements of briefs 10. Seek feedback from relevant personnel on proposed story and refine approach as required
Draft stories	11. Use a creative writing style appropriate to specified stories 12. Use tools to draft stories 13. Use correct grammar, appropriate punctuation and accurate spelling 14. Proofread copy to check for spelling, grammatical, typographic and other errors 15. Submit draft stories to relevant personnel for feedback and amend as required
Refine stories	16. Participate in the testing of stories in line with agreed criteria 17. Discuss and confirm with relevant personnel additional requirements or modifications to stories 18. Complete necessary amendments within agreed timelines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret and clarify written or verbal instructions write simple stories that engage specific audiences use correct grammar, spelling and punctuation when writing ability to work as a member of a team - both independently on assignment and under direction initiative and creativity sufficient to generate simple story ideas in response to a brief proficient use of word processing and other software tools self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when writing simple stories purpose of basic elements of a simple story, including: dialogue characters point of view setting media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action copyright clearance procedures OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: original linear and non-linear stories written for at least two of the delivery platforms listed in the range statement ability to write simple stories that engage the target audience and meet the requirements of a storytelling brief.
Context of and specific resources for assessment	Assessment must ensure: access to word processing software access to a range of information sources as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: evaluation of simple stories written by the candidate in line with relevant criteria as listed in the range statement case studies and problem-solving exercises to determine ability to write simple stories that engage the target audience and meet the requirements of a storytelling brief written or oral questioning to test knowledge of basic elements of a simple story written or oral questioning to test knowledge of information sources review of portfolios of evidence and third-party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT301A Develop and extend critical and creative thinking skills CUFANM301A Create 2D digital animations.

Range Statement

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.
Relevant personnel may include:	directors producers clients information architects navigation designers user interface designers content experts other writers producers authors programmers asset creators graphic designers other specialist staff.
Formats may include:	decision trees script templates short fiction short segments for: plays musicals theatre dance television or radio programs newspapers journals magazine storyboards.
Delivery platforms may include:	CD DVD film games console internet kiosk mobile telephone personal digital assistant (PDA) print media television.
Elements of visual and aural storytelling structures may include:	logical progression of visual ideas music scene setting and establishment sound effects strong link between aural and visual narrative line visual perspective: close-ups wide shots.
Creative works may include:	animations comics dance fiction films music lyrics musicals newspapers, journals and magazines non-fiction plays radio programs television programs theatre.
Information sources may include:	colleagues commercial enterprises federal, state and local government departments industry associations and organisations industry practitioners and technical experts internet media outlets organisational policies and procedures personal observations and experience publications: reference books newsletters and magazines specialist technical journals bulletins, press releases and letters manufacturer handbooks, manuals and promotional material.
Tools may include:	Script Smart software, such as: Inspiration Story Space word processing software.
Criteria may include:	appropriateness of dialogue level of engagement with target audience relevance of story content soundness of story's structure: linear non-linear.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CUFWRT401A Edit texts

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to edit written material. People in editorial roles refine and amend text to enhance the clarity of written communication. They may also be involved in making decisions about the placement of visual material in relation to text. When editing text, they take into account the needs of the readership, the author's intention, available resources and the type of publication. A thorough knowledge of grammar, syntax, spelling and punctuation is essential, along with an eye for detail and a systematic approach to work. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit covers the role of editors or subeditors working in contexts such as book publishing, magazines and journals, corporate, online media, government and not-for-profit organisations. It also covers the role of freelance editors. Even though people in this role work with a fair degree of autonomy, they report to a manager or, in the case of freelance editors, to a client.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare to edit written content	1. In consultation with relevant personnel clarify the scope of editing tasks, including timelines 2. Determine style or tone appropriate to the publication or type of communication materials 3. Identify factors that have implications for the way content will be edited
Enhance clarity of written communication	4. Amend text according to the principles of clear language and logical structure 5. Ensure that language level is appropriate to target audience 6. Ensure that tone is consistent with theme and purpose of the communication 7. Review punctuation to ensure clarity of meaning and ease of reading 8. Review written material for correct use of grammar and syntax 9. Monitor text for non-inclusive or potentially offensive language 10. In consultation with relevant personnel, clarify areas where content is unclear and amend accordingly, giving due consideration to preserving the integrity of the author's voice as amendments are made 11. Amend text for consistency where additional information has been incorporated 12. Mark up text according to enterprise procedures
Finalise editing process	13. Check accuracy of references and organise copyright clearances as required 14. In consultation with relevant personnel, finalise the format and placement of visual material as required 15. Submit final edited material to relevant personnel by agreed deadline 16. Evaluate editing process, assessing one's own performance and noting areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
ability to work as a member of a team in producing communications materials initiative and flexibility sufficient to: edit material for purpose and structure negotiate changes to written material aimed at enhancing the quality of final products proficient use of word processing and other software tools communication and literacy skills sufficient to: interpret and clarify written or verbal instructions apply correct grammar, spelling and punctuation when editing edit communication materials with an understanding of audience or reader needs and expectations apply proofreading skills apply appropriate publishing and presentation formats apply non-discriminatory language self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance as required, e.g. on issues that could lead to legal action
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when editing text principles involved in the integration of visuals and text principles for writing and editing in plain English rules and conventions for written English, as defined by general and specialist dictionaries and grammar books, and enterprise or government style guides effective communication techniques, including effective listening, questioning and non-verbal cues legislation, codes of practice and standards sufficient to identify: intellectual property issues copyright and copyright clearance requirements privacy issues editing standards discriminatory or potentially offensive language issues OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: examples of edited written material that: demonstrate correct application of grammatical and punctuation conventions are free of spelling errors are coherent and clear to read are presented in a format appropriate to the stipulated audience and purpose ability to work to deadlines collaborative approach to work attention to detail.
Context of and specific resources for assessment	Assessment must ensure: access to a computer and the internet access to a range of information, publication and communications material sources as listed in the range statement provision of workplace sample documents or workplace-oriented simulation case studies or scenarios access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: evaluation of a range of written material edited by the candidate, which involves comparing the original and final edited copy case studies and problem-solving exercises to determine ability to correctly apply grammatical and punctuation conventions written or oral questioning to test knowledge of principles for writing and editing in plain English written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit review of portfolios of evidence and third-party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFWRT301A Write content for a range of media CUFWRT302A Write simple stories CUFWRT402A Write extended stories CUFWRT403A Write narration and current affairs material.

Range Statement

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.
Relevant personnel may include:	author client editor graphic artist graphic designer manager marketing and publicity personnel permissions department personnel producer subeditor typesetter.
Publications may include:	books corporate documents: reports newsletters marketing and promotional materials, including online print and online publications: literary magazines journals newspapers.
Communication materials may include:	content written for a range of interactive media, such as: websites e-learning resources games essays extended non-fiction writing, including biography feature articles or profiles fiction writing: short stories novels novellas information articles and features life writing or autobiography literary non-fiction marketing materials poetry reports and memos scripted material for broadcast: news items intros outros voice-overs and narration writing for children: stories picture books novels non-fiction.
Principles of clear language may include:	compliance with genre consistency of tone language that is free of: verbosity ambiguity unnecessary repetition jargon non-discriminatory language use of plain English use of words appropriate to the context.
Elements of logical structure may include:	connections between phrases, clauses, paragraphs and sections paragraph structure sentence structure.
Tone may include:	dramatic entertaining formal humorous informal or casual informational.
Grammar and syntax may include application of:	Australian Standards for Editing Practice - Council of Australian Societies of Editors grammar and punctuation conventions as demonstrated by Australian Government Style Manual and other house style guides.
References may include:	bibliography footnote or endnote index list of references table of contents.
Copyright clearances may be required for:	fonts quotations from: literary works song lyrics visual material: photos illustrations cartoons.
Visual material may include:	cartoons charts diagrams illustrations logos photos.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CUFWRT402A Write extended stories

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write extended stories. It builds on the skills covered in: CUFWRT302A Write simple stories. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People with the skills outlined in this unit are able to write extended stories in a range of contexts using appropriate structures and creative narrative development techniques. They could, for example, be writing stories for the print media, television, radio, animations, e-learning resources, games, and fiction or non-fiction projects. They are typically writing stories in response to creative conceptualisations or project briefs, which could be self-generated or developed by others. Examples of extended stories include fully developed non-linear stories for animations or games, learning resources with complex learning and assessment approaches, extended creative responses such as novels or novellas, and non-fiction projects such as biographies.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Analyse extended story writing requirements	1. Identify the components of a storytelling creative concept, brief or project, including target audience, format, timeline and proposed outcomes 2. Consider factors such as style, tone and length in relation to purpose of the writing task 3. Decide on the most appropriate structuring technique for extended story writing tasks 4. Discuss with relevant personnel possible visual and aural storytelling structures if appropriate to storytelling tasks
Prepare to write extended stories	5. Research extended and more complex stories from a range of creative works that may inspire story ideas to meet project requirements 6. Use information sources to research subject areas 7. Experiment with a range of narrative structures and writing styles and techniques 8. Develop extended ideas for characters, plots and settings 9. Develop complex scenarios, contexts and situations as required 10. Select the story structure, style, techniques and content that best meet the requirements of projects 11. Seek feedback from relevant personnel on proposed stories and refine approach as required
Draft extended stories	12. Draft extended stories using appropriate structuring, style and language 13. Use relevant formatting and presentation techniques 14. Proofread draft stories for appropriate grammar, punctuation and spelling 15. Submit draft manuscripts to relevant personnel for feedback and amend as required
Write final drafts	16. Evaluate extended stories in line with relevant criteria 17. Discuss and confirm with relevant personnel additional requirements or modifications to the story 18. Complete necessary amendments as required within agreed timelines 19. Evaluate story writing process, assessing one's own performance and noting areas for future improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
learning skills sufficient to improve performance and product through self-reflection and redrafting after feedback proficient use of word processing and other software tools communication, teamwork and literacy skills sufficient to: interpret creative concepts and briefs write extended stories that engage specific audiences use correct grammar, spelling and punctuation when writing discuss story ideas with colleagues or clients negotiate amendments to stories respond positively to constructive feedback on draft stories initiative and enterprise sufficient to: develop original, innovative and creative approaches in the storytelling process experiment with narrative styles and elements to develop a creative sustained vision extend creative boundaries for self and audience find creative solutions to problems identified during the process of story development locate and use resources to broaden own creative experience self-management and planning skills sufficient to: prioritise work tasks plan extended stories in a logical and cohesive way meet deadlines seek expert assistance as required
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when writing extended stories storytelling techniques appropriate to a range of extended story contexts in-depth knowledge of storytelling narrative, structure and formats appropriate to audience and purpose research techniques incorporating creative concept development and information compiling media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action copyright clearance procedures and privacy protection procedures OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: writing of original extended stories applying appropriate format, and indicating creative engagement with extended storytelling techniques ability to write extended stories that engage the target audience and meet requirements or purpose of a storytelling concept, brief or project.
Context of and specific resources for assessment	Assessment must ensure: access to word processing software access to a range of information sources as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of extended stories written by the candidate in line with relevant criteria as listed in the range statement written or oral questioning to test knowledge of information sources evaluation of creative and information research sources through report, journal or oral reporting.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFRES401A Conduct research CUFWRT401A Edit texts.

Range Statement

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.
Formats may include:	anthologies fiction manuscripts literary non-fiction extended features non-fiction manuscripts for book projects script templates storyboards sustained concepts, storylines and narratives for: plays musicals theatre dance television or radio newspapers journals magazines.
Proposed outcomes may include:	children's or young adult novel or non-fiction extended stories for: plays musicals theatre dance television or radio productions newspapers journals magazines anthologies websites animated film games e-learning resources non-fiction project, such as: history life story biography novel or novella verse novel.
Purpose of the writing task may include:	artistic response creative idea transfer education and training entertainment income generation information transfer personal development persuasion professional outcome reporting self-fulfilment.
Structuring techniques may include:	characters dialogue pace plot and subplots point of view setting story mapping storyboarding.
Relevant personnel may include:	agents asset creators authors clients content experts directors editors graphic designers information architects navigation designers other writers producers programmers publishers user interface designers other technical/specialist staff.
Visual and aural storytelling structures may include:	convergence of image, music and text gestures and other non-verbal communication metaphors, objects, icons and visual meaning music and sound effects musicality: rhythm beat accent physicality signs and meanings visual characterisation visual forms of storytelling.
Creative works may include:	animations comics dance fiction, including novels, novellas and longer short stories films music lyrics musicals newspapers, journals and magazines non-fiction plays radio programs television programs theatre.
Information sources may include:	colleagues commercial enterprises federal, state and local government departments industry associations and organisations industry practitioners and technical experts internet media outlets organisational policies and procedures personal observations and experience publications, e.g.: reference books newsletters and magazines specialist technical journals bulletins press releases letters manufacturer handbooks, manuals and promotional material.
Criteria may include:	appropriateness of characters and narrative plotting appropriateness of dialogue creative engagement with the format, techniques and style of stipulated extended stories level of engagement with target audience relevance of story content relevance of the creative concept or project soundness of the story's structure: linear non-linear experimental.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CUFWRT403A Write narration and current affairs material

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write narration and material for current affairs programs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Journalists and production assistants in radio, television and media production companies apply the skills and knowledge described in this unit. Under the direction of an editor or producer, they source and prepare scripts for on-air programs or resources such as corporate videos and e-learning resources. Scripts could be read directly on air by presenters, recorded as voiceover commentaries or repurposed for online news and current affairs services. People are usually working on productions where the target audience and program style have already been defined. Even though a producer or director typically supervises program preparation, journalists and production assistants are expected to work autonomously on assignments. Skills associated with undertaking background research are covered in: CUFRES401A Conduct research.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify writing requirements	1. In consultation with relevant personnel, identify relevant sources for current affairs stories or narration 2. Ensure that scripts can be prepared within production deadlines 3. Identify narrative, auditory and visual elements that may be appropriate for each type of script 4. Identify potential target audience to ensure that scripts meet their expectations 5. Focus on perspective of target audience when deciding on format of script 6. Identify scheduling and program issues that affect writing assignments
Prepare to write scripts	7. Verify and review source material and select information or angles that meet target audience requirements 8. Summarise information to meet production requirements 9. Identify material that could result in a breach of laws and regulations and resolve issues in consultation with relevant personnel 10. Develop a structure for current affairs or narration that creates an auditory and visual narrative for target audiences 11. Ensure that preparation is completed so that production deadlines can be met
Write current affairs and narration	12. Incorporate accepted elements of language to ensure that scripts are easy to present on air or online 13. Apply conventions of writing broadcast and online copy to scripts 14. Write in a way that minimises the need for editing 15. Refine and redraft scripts until they meet creative, technical and production requirements 16. Read scripts aloud to test ease of on-air presentation and mark up copy for presenters as required 17. Submit copy to relevant personnel for consideration and review 18. Document and implement required changes to copy in an efficient manner and within production deadlines
Obtain sign-off on scripts	19. Present final scripts to relevant personnel for validation 20. Discuss and agree upon final changes with relevant personnel 21. Make necessary final adjustments, confirming scripts meet requirements and are ready on time for production

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: clarify production requirements interpret and summarise information and research findings work as member of a production team, both independently and under direction respond positively to constructive feedback on draft scripts use correct grammar, spelling and punctuation when writing current affairs and narration use information networks check the accuracy of source material and information apply appropriate listening, questioning and non-verbal communication cues organisational and self-management skills sufficient to: prepare written materials within tight timeframes prioritise work tasks seek expert advice as required aural and visual narrative skills to determine imagery appropriate to current affairs or narration learning skills sufficient to improve performance and product through self-reflection and redrafting after feedback
Required knowledge
roles and responsibilities of production team members principles and conventions of writing for broadcast and online news and current affairs research and sourcing techniques media laws sufficient to identify and seek expert advice on issues that could lead to legal action copyright clearance procedures and privacy protection procedures OHS standards as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: current affairs and narration written for broadcast or online that meet target audience and production requirements ability to source and use information relevant to content and purpose of scripts collaborative approach to work ability to write scripts within production deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to production situations that require the preparation of current affairs and narration access to audio and video playback equipment or internet website to enable evaluation of material written by the candidate access to current information about, and persons able to advise on, laws and regulations that apply to broadcasting and online newscasting access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance portfolios of evidence that demonstrate the processes used in obtaining information for scripts evaluation of written material and summarising techniques to determine whether production requirements have been met and appropriate procedures followed written or oral questioning to test sourcing of information and knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFPPM301A Plan and prepare programs CUFPPM401A Produce programs and program segments CUFRES401A Conduct research.

Range Statement

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.
Relevant personnel may include:	broadcasters clients directors performers producers program managers script editors scriptwriters website designers and developers other technical/specialist staff.
Relevant sources may include:	actual events blog sites existing dramatic material internet current affairs sites media releases newspapers online news services television news and current affairs.
Productions may include:	information and education resources or programs available on a range of platforms: CD DVD internet mobile telephones online: internet news service community current affairs site television and radio programs: news current affairs documentary and informational style programs live coverage of events.
Auditory and visual elements may include:	adding script to pictures music sound effects tone of voice using typefaces, colour and graphics in online voices - speaking and choral writing effective captions online writing in pictures.
Target audiences may include:	personnel in corporations or businesses radio listeners of any age or cultural background readers and audiences with specific interests, e.g.: music films theatre sport travel history students teachers and trainers television viewers of any age or cultural background users of internet news services.
Format may include:	copy headlines level of language used to present information mix of content in terms of: story angles emotional appeal of content objective or subjective presentation of information opinions aired by presenters, guests and interviewees music talk personalities narration packaging of information, i.e. in manageable 'chunks' tone of presentation voice reports.
Techniques for summarising information may include:	assessing what is essential and what to leave out clarifying differences between facts, comment and opinion presenting arguments fairly and clearly telling story coherently.
Production requirements may include:	attributions audience budget confidentiality content contractual copyright cultural protocols deadlines direct quotes duration ethical standards intellectual property interviews location organisational policy privacy issues purpose schedule style.
Laws and regulations may include:	broadcasting codes of practice contempt of court copyright defamation obscenity privacy legislation racial vilification.
Elements of language may include:	avoidance of clichÃ©s or jargon characterisation conversational tone grammar plain English punctuation readable style spacing spelling wide and appropriate vocabulary.
Conventions of writing broadcast and online copy may include those for:	auditory and visual media, e.g.: conversational style use first and second person contracted verb forms, e.g. didn't, you've active voice repetition and summary of key message active visual writing short sentences avoid duplication between intro cue and script online media, e.g.: link appropriate typefaces, colour and graphics to online story write for different formats and positions on website use heads and subheads use captions for online stories visual media, e.g.: use script to complement vision and aid storytelling avoid repeating in words what viewers see pace, including silence to allow pictures to tell the story.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CUFWRT501A Develop storylines and treatments

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop a narrative or storyline. Other aspects of the job role include: developing short narrative scripts to sell product, such as commercials participating in story conferencing developing concept documents in response to client briefs preparing pitch presentations ready for clients. This unit has strong links with: CUFWRT601A Write scripts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Writers and storyliners who work at a senior level in a range of film, television and digital media productions apply the skills and knowledge described in this unit. Writers take script development from concept to treatment, outline or storyline, while storyliners develop storylines for ongoing narrative material, and turn story outlines into structured formats, such as scene breakdowns. They work collaboratively with story editors, script producers and script editors.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Plan and prepare to write production material	1. Define appropriate script-writing construction, style and formats for given type of production and clients 2. Define and develop ideas and concepts of the given production material, including analysis of genre, audience and purpose 3. Develop elements of narrative, including visual and aural narrative components, dialogue, and other communication techniques, such as symbols and icons, to convey information in production material
Develop storylines or treatments	4. Identify components of script development required by concept proposals 5. Develop concepts to synopsis stage or equivalent as required by type of production format or genre 6. Develop treatment and scene breakdown as required by type of production format or genre 7. Evaluate narrative development with relevant personnel as required and incorporate feedback 8. Develop material in appropriate format for story conferencing or pitch presentation to client
Finalise storylines or treatments	9. Present materials for discussion to production team responsible for story conferences or pitching to clients 10. Redraft materials incorporating feedback from production team 11. Ensure that relevant production material is ready for next stage of production and is completed within agreed timeframes and budget requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret and clarify briefs and production documentation prepare comprehensive presentations and concept proposals present proposals to team members and respond positively to constructive feedback apply correct grammar, spelling and punctuation analyse genre, audience and purpose apply redrafting skills self-management and planning skills sufficient to: prioritise work tasks meet deadlines develop clear goals, outlines and outcomes seek out and participate in professional development activities technical skills sufficient to use standard word processing applications ability to work as a member of a team in developing production materials to time and budget initiative and enterprise sufficient to: develop original, innovative and creative approaches in the script-writing process experiment with narrative styles and elements to develop a creative long-term vision extend creative boundaries for self and audience find creative solutions to problems identified during the process of story conferencing or preparing pitch presentations locate and use resources to broaden own creative experience
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when developing storylines and treatments well-developed understanding of storytelling techniques appropriate to a range of screen and media contexts in-depth knowledge of script-writing narrative, structure and formats appropriate to genre and production methods communication techniques, including active listening, questioning and non-verbal communication organisational and legislative OHS requirements as they relate to working for periods of time on computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to write narrative outlines for media productions ability to gather ideas and concepts using a range of techniques ability to apply effective narrative and structural techniques and appropriate formats to given storylines and treatments ability to prepare production material for a story conference or pitch presentation ability to apply effective interpersonal communication techniques.
Context of and specific resources for assessment	Assessment must ensure: access to a computer and the internet access to a range of resources as listed in the range statement for the development of ideas and concepts access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of storylines and treatments developed by the candidate and their quality in terms of addressing production or client requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT501A Originate and develop concepts CUFWRT601A Write scripts CUFWRT602A Edit scripts.

Range Statement

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.
Productions may include:	advertisements/commercials animation children's television corporate and training films and videos digital media productions documentaries educational sequences feature films and videos film adaptations games live events and performances short films and videos television comedy, such as situation comedy television miniseries television series and serials.
Clients may include:	commercial service or product provider screen and media personnel, including: commercial producer script producer script editor creative producer creative director executive producer executive director director documentary producer.
Developing ideas and concepts may require:	gathering information from a variety of sources, including literary, film, television or digital media models generating, exploring and recording a range of ideas for the design of stories incorporating a range of narrative elements, e.g.: visual drama narrative pace appropriate disruption of narrative changes of visual narrative music and sound effects gestures non-verbal communication physicality objects and icons conveying information using resources for developing ideas and concepts, such as: inspiration imagination life experience actual events and facts existing narrative material other media travel observation different experiences using techniques for developing ideas and concepts, such as: brainstorming exercises asking questions role-playing making analogies looking at the subject from different viewpoints innovation
Genre may include:	film, e.g.: thriller horror road movie romance science fiction action western comedy film-noir crime historical cinÃ©ma vÃ©ritÃ© documentary television, e.g.: police series prison series comedy historical series family series documentary.
Elements of narrative may include:	character conflict elements that establish genre in the script, including: premise story narrative structure causality turning points story development story set-ups in opening sequence genre plot and story setting structure theme.
Visual and aural narrative components may include:	convergence of image, music and text gestures and non-verbal communication metaphors, objects, icons and visual meaning music and sound effects musicality: rhythm beat accent physicality signs and meanings visual characterisation visual forms of storytelling.
Components of script development may include:	development of client brief with negotiation development of digital concepts outline, treatment and storyline drafting process pitching the script and feedback product design product hooks scene breakdown story conferencing and feedback synopsis treatment.
Synopsis may include:	analysis of: structure and elements opening scenes film elements - light, sound, film culture and story approach characters style theme.
Treatment and scene breakdown may include:	analysis of appropriate approach for documentary, which may include cinÃ©ma vÃ©ritÃ©, docu-drama, direct address, interview or alternative approach best practice for television series: background and potential motivations of central characters exposure of major characters storylines around motivation, behaviour patterns and attitudes dramatic events consistent with character and structure of potential series concepts, themes, closing scenes and story hooks for series or serial dialogue and character in genre and format formats for television, such as episode capsules, pilots and soap operas map of script development narrative and structure plot and subplot outlines, opening plan, character survey and storylines for feature scene sequences and characters story hooks visual and aural narrative.
Relevant personnel may include:	broadcasters clients digital media technical staff directors funding bodies performers producers script editors storyliners writers other technical/specialist staff.
Story conferencing may include:	discussion of: storylines structure elements feedback from production team.
Pitch presentation may include:	image and product design story or product hooks storylines.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CUFWRT601A Write scripts

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write scripts for a wide range of creative productions or projects. Scriptwriters take material from concept proposal, treatment or outline format to final draft ready for production. The script-writing process involves negotiation and mediation, as well as an understanding of working collaboratively with other members of a production or project team. This unit has strong links with: CUFWRT501A Develop storylines and treatments. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Scriptwriters apply the skills and knowledge described in this unit. They work on a wide range of film and media productions, for example, children's television, series and serials, situation comedies, animation, adaptations, miniseries, documentaries, and experimental or feature films. Script-writing is also required for commercials, live performances, computer games, e-learning resources and performances for radio or other media.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare to write scripts	1. Evaluate existing narrative form in preparation for developing scripts for specified productions 2. Identify audience and purpose, and requirements for genre, structure and format 3. Evaluate script concepts and ideas, narrative and structural framework in relation to stipulated source material, as required 4. Review, discuss and obtain feedback about narratives from relevant personnel, as required 5. Establish criteria to provide an effective measure of the success of scripts in their context
Write draft scripts	6. Develop scripts using a range of appropriate script-writing tools and techniques 7. Use collaborative techniques to refine and redraft scripts until they meet creative and artistic requirements 8. Ensure factual information is accurate and relates to the results of research and agreed existing narrative, as required 9. Ensure final drafts of scripts meet stipulated production and performance requirements
Produce final scripts	10. Document and incorporate feedback from relevant personnel 11. Evaluate draft scripts against criteria established at the outset to determine whether they successfully meet production requirements 12. Make final adjustments to scripts and submit to relevant personnel by agreed deadlines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret and clarify briefs, production documentation and feedback present draft scripts to team members and respond positively to constructive feedback apply correct grammar, spelling and punctuation analyse genre, audience and purpose apply redrafting skills negotiate outcomes through use of appropriate assertive strategies ability to work as a member of a team in writing scripts to time and budget technical skills sufficient to use standard word processing applications with appropriate industry-specific formatting self-management and planning skills sufficient to: prioritise work tasks meet deadlines develop clear goals, outlines and outcomes seek out and participate in professional development activities learning skills sufficient to improve performance and product through self-reflection and redrafting after feedback initiative and enterprise sufficient to: develop original, innovative and creative approaches in the script-writing process experiment with narrative styles and elements to develop a creative long-term vision extend creative boundaries for self and audience find creative solutions to problems identified during the process of obtaining feedback locate and use resources to broaden own creative experience
Required knowledge
industry knowledge, including: roles and responsibilities of production or project team members issues and challenges that arise when writing scripts well-developed understanding of storytelling techniques and writing conventions appropriate to stipulated screen, media, performance and text contexts in-depth knowledge of script-writing narrative, structure and formats appropriate to genre and production methods communication and interpersonal techniques appropriate to working with high-level teams organisational and legislative OHS standards as they relate to working for periods of time on computers copyright and intellectual property requirements as they relate to developing scripts for productions or cultural industry projects

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: scripts written for a range of creative productions or projects understanding of copyright and intellectual property issues in relation to script-writing ability to apply effective interpersonal communication techniques ability to write scripts by agreed deadlines collaborative approach to work, including a positive attitude towards incorporating feedback on draft scripts into final scripts.
Context of and specific resources for assessment	Assessment must ensure: access to a computer and the internet access to print and media resources access to a range of sources as listed in the range statement for the analysis and review of ideas and concepts access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of scripts written by the candidate and their quality in terms of addressing production requirements written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT501A Originate and develop concepts CUFWRT501A Develop storylines and treatments CUFWRT602A Edit scripts.

Range Statement

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.
Productions may include:	advertisements/commercials animation children's television or films corporate and training films and videos documentaries experimental films feature films and videos film and television adaptations interactive digital media live events and performances: sketch comedy short plays extended performance pieces corporate launches or presentations radio dramas and performance pieces short films and videos television comedies, such as situation or sketch comedy television series, serials and miniseries.
Genre may include:	film: thriller horror road movie romance science fiction action western comedy film-noir crime historical cinÃ©ma vÃ©ritÃ© documentary television: police series prison series comedy historical series family series documentary.
Structure may include:	major and minor character emphasis and development opening plans point of view subplots transitions turning points.
Format may include:	corporate production script film script interactive digital media script, including: games e-learning resource live performance script radio performance script television episode script.
Source material may include:	a range of ideas for the design of stories that have been generated and explored using techniques, such as: role-playing making analogies looking at the subject from different viewpoints innovation inspiration imagination life experience actual events and facts existing narrative material other media travel observation client brief comics feature articles or other non-fiction material games interviews literary, film, television or digital stories novellas novels plays researched archival material short stories.
Relevant personnel may include:	broadcasters clients directors funding bodies interactive digital media technical staff performers producers script editors storyliners writers other technical/specialist staff.
Script-writing tools and techniques may include:	condensing character, time, location and plot within requirements of production consistency of: character portrayal plot style and attitude structure impact language experimental techniques: abstraction ellipses symbol metaphor tone myth archetype atmosphere generating material consistent with selected genres linear and non-linear storytelling point of view sustaining audience attention sustaining essential narrative, performative and promotional elements sustaining themes use of sound use of subtext and resonance use of visual motifs, symbols and metaphors.
Collaborative techniques may include:	incorporating and documenting creative input and feedback within production teams or projects negotiation and mediation with other members of the creative team, including: storyliners script editors concept developers technical and production team members team scheduling and planning using effective interpersonal communication techniques, including: questioning and listening non-verbal communication conflict resolution.
Production and performance requirements may include:	audience requirements budget requirements content legal issues: copyright intellectual property confidentiality contracts OHS issues purpose scheduling sign-offs and approval processes style technical requirements timing or duration venue requirements.
Feedback may include:	collaborative team conferencing creative and production team meetings mapping scene breakdown script conferencing workshop feedback.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CUFWRT602A Edit scripts

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to edit scripts for a range of productions. This unit has strong links with: CUFWRT601A Write scripts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Script editors who work at a senior level in a range of film, television, digital media and live productions apply the skills and knowledge described in this unit. In collaboration with writers, script editors assess, analyse, edit and refine scripts to final draft stage ready for production. They may be required to rewrite, and can demonstrate high level script-writing skills, such as development of concepts, structure, dialogue and characterisation. They are able to work within pressure situations related to production constraints, time and budget. They work collaboratively with story editors, writers, the production team and potentially network executives, such as script executives, to ensure scripts meet production requirements.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Assess scripts for editing	1. Identify relevant story elements appropriate to the type of production 2. Assess relevant script-writing tools and techniques applied to scripts 3. Confirm original required script concepts and document changes to original concepts 4. Schedule timelines and plan for the completion of the editing process
Edit scripts	5. In collaboration with writers, define and analyse the purpose of stories to ensure all story elements contribute to this purpose 6. Identify story elements, structure and intent 7. Use collaborative techniques to identify and assist in defining and refining the writer's vision and clarity 8. Offer feedback to meet conceptual, narrative and production and performance requirements 9. Negotiate amendments to scripts as required
Finalise scripts	10. Liaise with relevant personnel to validate edited scripts 11. Discuss and agree upon final changes with relevant personnel 12. Refine scripts as required and confirm that they meet all requirements and are ready for production

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills sufficient to: interpret and clarify briefs, production documentation and feedback present constructive, clear and logical feedback to scriptwriters negotiate script amendments through use of appropriate assertive strategies apply correct grammar, spelling and punctuation analyse genre, audience and purpose apply redrafting skills ability to work as a member of a team in developing production materials to time and budget technical skills sufficient to use standard word processing applications with appropriate industry-specific formatting initiative and enterprise sufficient to: identify and refine original, innovative and creative approaches in the script-writing process define and analyse narrative styles and elements to develop a creative long-term vision extend creative boundaries for self, team and audience find creative solutions to problems identified during the process of negotiating amendments to scripts locate and use resources to broaden own creative experience learning skills sufficient to improve performance and product through feedback processes and editing self-management and planning skills sufficient to: plan and prioritise work tasks meet deadlines develop clear goals, outlines and outcomes seek out and participate in professional development activities
Required knowledge
industry knowledge, including: roles and responsibilities of production or project team members issues and challenges that arise when editing scripts well-developed understanding of storytelling techniques and writing conventions appropriate to stipulated screen, media, performance and text contexts in-depth knowledge of editing to refine script-writing narrative, structure and formats appropriate to genre and production methods communication and interpersonal techniques appropriate to working with high-level teams organisational and legislative OHS standards as they relate to working for periods of time on computers copyright and intellectual property requirements as they relate to developing scripts for productions or cultural industry projects

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: scripts analysed and edited to final draft ready for production application of the principles and practices of script-writing and editing ability to edit scripts by agreed deadlines effective communication techniques sufficient to negotiating, documenting and incorporating feedback in the editing process.
Context of and specific resources for assessment	Assessment must ensure: access to a computer and the internet access to a range of scripts and resources for the refinement and clear identification of narrative, production and conceptual requirements access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of scripts edited by the candidate and their quality in terms of addressing production requirements direct observation of the candidate giving feedback on scripts and negotiating amendments written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFWRT501A Develop storylines and treatments CUFWRT601A Write scripts.

Range Statement

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.
Story elements may include:	character conflict genre plot story structure theme.
Productions may include:	advertisements/commercials animation children's television or films corporate and training films and videos documentaries experimental films feature films and videos film and television adaptations interactive digital media live events and performances: sketch comedy short plays extended performance pieces corporate launches or presentations radio dramas and performance pieces short films and videos television comedies, such as situation or sketch comedy television series, serials and miniseries.
Script-writing tools and techniques may include:	condensing character, time, location and plot within requirements of production consistency of: character portrayal plot style and attitude structure impact language experimental techniques: abstraction ellipses symbol metaphor tone myth archetype atmosphere generating material consistent with selected genres linear and non-linear storytelling point of view sustaining audience attention sustaining essential narrative, performative and promotional elements sustaining themes use of sound use of subtext and resonance use of visual motifs, symbols and metaphors.
Scripts may include:	adaptation animation children's programs corporate documentary feature infotainment interactive games interactive multi-path movies miniseries news and current affairs performance text play radio play series or serial situation comedy television drama.
Collaborative techniques may include:	incorporating and documenting creative input and feedback within production teams or projects negotiation and mediation with other members of the creative team, including: storyliners writers concept developers technical and production team members team scheduling and planning using effective interpersonal communication techniques: questioning and listening non-verbal communication conflict resolution time management.
Feedback may include:	analysis of story elements and script-writing tools and techniques collaborative team conferencing creative and production team meetings scene sequencing script conferencing workshop feedback.
Production and performance requirements may include:	audience requirements budget requirements content legal issues: copyright intellectual property confidentiality contracts OHS issues purpose scheduling sign-offs and approval processes style technical requirements timing or duration venue requirements.
Relevant personnel may include:	broadcasters clients digital media technical staff directors dramaturges funding bodies performers producers script editors storyliners writers other technical/specialist staff.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

BSBADM405B Organise meetings

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of work environments who organise a variety of meetings. They may provide administrative support within an enterprise, or have responsibility for these tasks in the context of a particular team, workgroup or project.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Make meeting arrangements	1.1. Identify type of meeting and its purpose 1.2. Identify and comply with any legal or ethical requirements 1.3. Identify requirements of meeting and participants 1.4. Make meeting arrangements in accordance with requirements of meeting 1.5. Advise participants of meeting details
2. Prepare documentation for meetings	2.1. Prepare notice of meeting, agenda and meeting papers in accordance with meeting requirements 2.2. Check documentation for accuracy and correct any errors 2.3. Distribute documentation to participants within designated time lines 2.4. Prepare spare sets of documents
3. Record and produce minutes of meeting	3.1. Take notes with the required speed and accuracy to ensure an accurate record of the meeting 3.2. Produce minutes that reflect a true and accurate account of the meeting 3.3. Check minutes for accuracy and submit for approval by the nominated person 3.4. Despatch copies of minutes within designated time lines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to coordinate and consult with participants, to orally present written reports with a number of defined sections, and to clarify points made in meetings literacy skills to: write and compile agenda items record minutes make notes from spoken texts in meetings use a variety of strategies for planning, reviewing and proofreading documentation time management skills to allow sufficient time to prepare for and conduct meetings.
Required knowledge
culturally appropriate communication techniques formats for agendas and minutes key provisions of relevant legislation from all forms of government, standards and codes that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: organising meetings, including informing participants and preparing materials preparing an agenda taking minutes during a meeting and preparing draft minutes after the meeting.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: writing units other general administration units.

Range Statement

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.
Type of meeting may include:	annual general meeting board meeting face-to-face staff meeting teleconference videoconference
Legal and ethical requirements may include:	codes of practice legislation relating to companies or associations requirements for public meetings
Requirements of meeting may include:	meeting structure: formal informal self-managed semi-formal structured number of participants purpose of the meeting specific needs of participants specific resources and equipment required by participants e.g. video and data projectors, whiteboards teleconferencing or videoconferencing meeting protocols and equipment voting procedures
Arrangements may include:	booking an appropriate venue establishing costs and operating within a budget organising accommodation and transport organising appropriate communication technology organising catering preparing relevant documentation for participants scheduling the date and time for the meeting
Agenda may include:	correspondence date of next meeting date, time and location of meeting general business major agenda items matters or business arising from the minutes minutes of the previous meeting reports statement of the meeting's purpose welcome
Papers may include:	chairperson's report committee reports correspondence draft documentation financial reports itemised meeting papers minutes of previous meeting research reports
Notes may include:	action items arrangements for next meeting decisions taken at the meeting formal motions future action issues raised at the meeting points discussed at the meeting record of participants who were present at or absent from the meeting (attendees and apologies) suggestions made at the meeting
Minutes may include:	meeting details (e.g. title, date, time, location) agenda items apologies names of absent and attending participants approval of the record of the previous minutes correspondence lists rather than complete sentences matters arising from the previous meetings other business reports date of the next meeting using organisation templates using previous minutes to determine required format

Unit Sector(s)

Unit sector

Competency field

Competency field	Administration - General Administration

Co-requisite units

Co-requisite units

BSBADV602B Develop an advertising campaign

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to determine key objectives and to develop an advertising campaign to optimise product or service market performance in response to an advertising brief. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in a senior advertising management or account management role within an advertising or media organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Define campaign objectives	1.1. Clarify the advertiser's purpose and objectives from the advertising brief and use these to set objectives for the advertising campaign 1.2. State campaign objectives in measurable terms and identify the nature and extent of what the advertising is to accomplish 1.3. Ensure campaign objectives are feasible, given the constraints of time, budget, product and market factors 1.4. Ensure campaign objectives take into consideration factors which may affect consumer responses 1.5. Ensure campaign objectives meet legal and ethical requirements
2. Prepare an advertising budget	2.1. Assess and specify research resource requirements for the advertising campaign 2.2. Assess and specify resource requirements for a range of media options, creative and production services 2.3. Justify resources allocated to each component of the advertising campaign and ensure they are sufficient, in relative terms, to achieve the campaign objectives 2.4. Ensure the overall budget meets the requirements of the advertising brief
3. Develop a schedule for proposed advertising activities	3.1. Confirm the campaign length and timing from the advertising brief 3.2. Identify service providers with the required expertise and negotiate their costs and availability 3.3. Base the choice of service providers on merit and value for money and ensure the selection meets legal and ethical requirements 3.4. Ensure the time allowed in the schedule to meet creative, media and production requirements is sufficient to achieve the advertising objectives 3.5. Include milestones for monitoring progress and expenditure against budget, and for evaluating campaign effectiveness in the schedule

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to question, clarify and report when creating an advertising campaign literacy skills to write in a range of styles for different audiences and to interpret legal requirements, company policies and procedures numeracy skills to develop budgets and schedules organisational and time management skills to plan projects, meet deadlines and allocate tasks technology skills to use a wide range of office equipment and software to develop an advertising campaign.
Required knowledge
principles of effective advertising for different markets contents of advertising briefs industry, services, products and organisation legal and ethical requirements pertaining to the advertising industry organisational products or services principles and purposes of advertising, consumer behaviour and influences on buyer behaviour identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act requirements for advertising timelines, budget, central idea, resources as specified in the advertising brief.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of at least one advertising campaign which meets the advertiser's purpose and objectives as specified in the advertising brief and contains: specified timelines for task completion resource requirements budgetary allocations.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to an advertising brief.
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: analysis of responses to case studies and scenarios assessment of reports detailing advertising campaign activities and project plans demonstration of project management techniques to develop an advertising campaign direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations and execution of campaign plans oral or written questioning to assess knowledge of principles and purposes of advertising, consumer behaviour and influences on buyer behaviour review of advertising budget and advertising schedule.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBADV604B Execute an advertising campaign BSBADV605B Evaluate campaign effectiveness.

Range Statement

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.
Objectives for the advertising campaign may include:	changing attitudes increasing awareness of a product, service, brand or idea increasing knowledge about a product or service increasing response to a product or service from a particular demographic group reinforce positive disposition to a brand
Factors which may affect consumer responses may include:	affluency age culture disability gender lifestyle marital status values
Legal and ethical requirements may include:	codes of practice such as those issued by: Advertising Federation of Australia Australian Communications and Media Authority Australian Competition and Consumer Commission Australian Performing Right Association Commercial Radio Australia Free TV Australia cultural expectations and influences ethical principles legislation policies and guidelines regulations social responsibilities such as protection of children, environmental issues societal expectations
Research resource requirements may include:	attitude surveys desktop research experiments or market testing on a segment of the market group interviews indirect research such as depth or focus group interviews, projective questioning, association tests interviews (face-to-face and telephone) observation panel research questionnaires quota sampling retail audits (to determine brand share) sampling specialised research such as 'mystery shoppers' surveys
Media options may include:	aerial advertising billboards cable and satellite television cinema direct mail direct response exhibitions and trade fairs podcast point-of-sale radio sales literature sales promotion sponsorship television the press video video games videotext
Creative and production services may include:	artist/illustrator camera person copywriter director film maker graphic designer lighting technician musicians performers photographer presenter printer producer sound technician special effects practitioner stunt people voice over

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Advertising

Co-requisite units

Co-requisite units

BSBADV604B Execute an advertising campaign

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to coordinate and monitor the implementation of an advertising campaign. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in a senior advertising management or account management role within an advertising or media organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop an implementation strategy	1.1. Analyse the creative brief and media plan, and determine factors affecting implementation of the campaign 1.2. Ensure the strategy outlines implementation tasks and timelines, and includes a contingency plan for dealing with omissions and errors
2. Negotiate media contracts	2.1. Confirm the media plan and budget for implementation with the client 2.2. Negotiate advertisement positions and price with each media vehicle in accordance with the client's requirements 2.3. Negotiate and agree on contingency factors and solutions with the media representative 2.4. Establish media contracts that meet legal and ethical requirements, and the requirements of the advertising campaign brief and schedule
3. Monitor the advertising campaign	3.1. Evaluate media performance against the conditions of the contract, and identify and analyse any variations 3.2. Apply the provisions of media guarantees and make adjustments to media schedules if necessary 3.3. Execute the advertising campaign so that it complies with the advertising schedule and budget and meets legal and ethical requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to interpret media requirements and contracts negotiation skills to agree on advertising price and positions numeracy skills to develop budgets and schedules project management skills to manage and monitor contracts communication skills to question, clarify and report when implementing an advertising campaign.
Required knowledge
principles of media pricing policies, guarantees and campaign contingencies media vehicles and media options organisational budget, product and/or services principles of advertising, creative briefs and media plans printing, television, film and video production processes legal and ethical requirements relating to the advertising industry identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of at least one advertising campaign implementation strategy negotiations with media representatives to get price and positions for at least one advertising campaign evaluation of media performance against contractual obligations for at least one advertising campaign.
Context of and specific resources for assessment	Assessment must ensure: access to an actual or simulated workplace environment access to office equipment and resources access to media and advertising plans, campaign contracts, creative briefs, campaign briefs.
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: analysis of responses to case studies and scenarios assessment of reports detailing campaign execution activities demonstration of negotiation and monitoring techniques for an advertising campaign direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations of campaign performance oral or written questioning to assess knowledge of principles of advertising, creative briefs and media plans review of media contracts negotiated.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBADV605B Evaluate campaign effectiveness.

Range Statement

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.
Advertisement positions may include:	above or below the fold EGN evenly spread during the time schedule fixed position each week in a radio/television or other program left or right page page number scatter plan which places an advertisement in different programs or positions each week
Price may include:	buying incentives concessions discounts guarantees negotiation
Contingency factors may include:	programming errors technical errors
Guarantees may include:	frequency position price
Legal and ethical requirements may include:	codes of practice such as those issued by: Advertising Federation of Australia Australian Communications and Media Authority Australian Competition and Consumer Commission Australian Performing Right Association Commercial Radio Australia Free TV Australia cultural expectations and influences ethical principles legislation policies and guidelines regulations social responsibilities such as protection of children, environmental issues societal expectations

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Advertising

Co-requisite units

Co-requisite units

BSBADV605B Evaluate campaign effectiveness

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and implement a campaign evaluation strategy to determine whether advertising objectives have been attained. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in a senior advertising management or account management role within an advertising or media organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop a campaign evaluation strategy	1.1. Ensure the evaluation strategy defines standards and measurements by which the effectiveness of the advertising can be measured and improvements identified 1.2. Establish a strategy which contains specific performance standards for each element of the advertising campaign as well as the overall outcome 1.3. Ensure the strategy includes the evaluation of the legal and ethical standards acceptable for the advertisement/s 1.4. Include processes in the strategy for correcting advertisement/s that do not meet legal and ethical standards
2. Implement campaign evaluation strategy	2.1. Evaluate expenditure data to determine effectiveness of the campaign in relation to the budget 2.2. Evaluate the media program to determine performance against the media plan objectives 2.3. Evaluate the creative strategy in terms of copy content, creative execution and effectiveness of the finished advertisement 2.4. Evaluate the interactive effect of all the elements in the advertising campaign to determine the overall effectiveness of the advertising campaign
3. Utilise advertising effectiveness data	3.1. Use the results of evaluations of advertising effectiveness in the analysis and planning phase for subsequent advertising 3.2. Use expenditure information to improve the budget planning process 3.3. Use feedback on the advertisement itself to provide ideas for future advertisements and to improve advertising copy 3.4. Use media performance information to determine whether alternative media approaches would yield better results 3.5. Use differences between planned and actual accomplishments to define problems to be addressed in the next planning phase

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to question, clarify and report literacy skills to interpret evaluation requirements, legal and ethical requirements numeracy skills to analyse numerical and other data, and to draw conclusions research and evaluation skills to determine effectiveness of advertising campaigns technology skills to use a range of office equipment and software.
Required knowledge
organisational budget planning process techniques for evaluating advertising effectiveness and managing campaign contingencies identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act specifications in advertising, creative and media briefs.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development and implementation of a campaign evaluation strategy for at least one advertising campaign analysis of evaluation data to make recommendations for improvement on future campaigns.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to advertising, creative and media briefs, and media plans.
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: analysis of responses to case studies and scenarios assessment of reports detailing campaign evaluation activities demonstration of evaluation techniques for an advertising campaign direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations of campaign performance oral or written questioning to assess knowledge of techniques for evaluating advertising effectiveness and managing campaign contingencies review of problems defined to be addressed in the next planning phase.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBADV602B Develop an advertising campaign BSBADV604B Execute an advertising campaign.

Range Statement

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.
Measurements may include:	affective tests awareness studies cognitive tests conative tests consumer juries consumer take-away controlled store testing headline testing inquiry measurement physiological tests ratings readership tests recall tests related recall retail audit sales analysis simulated test market (STM) split cable testing split scan system split-run tests theatre tests tracking study
Elements of the advertising campaign may include:	campaign launch creative materials expenditure against budget finished advertisement purchase of advertising media research
Legal and ethical standards may include:	codes of practice such as those issued by: Advertising Federation of Australia Australian Communications and Media Authority Australian Competition and Consumer Commission Australian Performing Right Association Commercial Radio Australia Free TV Australia cultural expectations and influences ethical principles legislation policies and guidelines regulations social responsibilities such as protection of children, environmental issues societal expectations standards relating to: children comparative advertising culturally diverse groups linguistically diverse groups subliminal advertising the use of sex in advertising truth in advertising women

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Advertising

Co-requisite units

Co-requisite units

BSBATSIC403B Maintain and protect culture

Modification History

Unit Descriptor

This unit covers working as a Board member in such a way as to respect, maintain and protect aspects of culture within the Board structure, the organisation and the community.

This unit is based on a unit originally developed by the Aboriginal and Torres Strait Islander Curriculum Consortium, Tropical North Queensland Institute of TAFE.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

This unit covers working as a Board member in such a way as to respect, maintain and protect aspects of culture within the Board structure, the organisation and the community.

This unit is based on a unit originally developed by the Aboriginal and Torres Strait Islander Curriculum Consortium, Tropical North Queensland Institute of TAFE.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of organisations in the Indigenous community.

Indigenous community boards are upholders of traditional and cultural values.

This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of organisations in the Indigenous community.

Indigenous community boards are upholders of traditional and cultural values.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Employability Skills Information

This unit contains employability skills.

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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 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

Elements and Performance Criteria
Element	Performance Criteria
1	Demonstrate a knowledge of your culture	1.1	Outline appropriately relevant traditional and cultural responsibilities
1.2	Explain local history
1.3	Follow protocols
1.4	Identify and document the role of Elders and their relationship to the organisation
1.5	Model respect for culture
2	Demonstrate respect for cultural diversity	2.1	Describe diverse lifestyles
2.2	Identify relevant aspects of diversity
2.3	Accommodate cultural differences in dealings with other people
3	Identify the impacts of colonialism on Aboriginal and Torres Strait Islander culture	3.1	Describe the history of the community from the Aboriginal and Torres Strait Islander perspective
3.2	Identify and list negative changes in community life
3.3	Identify and list positive changes to culture
4	Combine Aboriginal and Torres Strait Islander and non Aboriginal and Torres Strait Islander ways	4.1	Explain examples of relevant Aboriginal and Torres Strait Islander processes
5	Deal with cultural exploitation	5.1	Identify examples of actual and/or potential harm
5.2	Develop, document and implement strategies for eliminating or containing damage to cultural integrity
6	Deal with stereotyping and prejudice	6.1	Identify and list areas of social conflict
6.2	Develop in consultation with appropriate non-Aboriginal and Torres Strait Islander sectors in targeted areas, strategies toward reconciliation
7	Assess the effects of new legislation and policy	7.1	Locate and describe new legislation and policy affecting Aboriginal and Torres Strait Islander people
7.2	Identify and list changes to public policy relevant to Aboriginal and Torres Strait Islander affairs
7.3	Assess impacts and develop and document responses
8	Assess the impacts of development on culture	8.1	Identify and list relevant current social, technical, economic and political changes
8.2	Assess positive and negative impacts
8.3	Consider and list potential future impacts
8.4	Develop, document and implement strategies to prevent or minimise negative impacts
8.5	Develop, document and implement strategies to maximise positive impacts

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
Oral and written communication Cross-cultural competence, including gender and disability Evaluation and decision-making Problem solving
Required knowledge
Cultural context - Boards are upholders of traditional and cultural values. Relevant aspects of culture may include: cultural protocols, language (both Traditional and Aboriginal English), Aboriginal learning styles, cultural business, family and community responsibilities and local history Community control - community participation and control in decision-making are central to organisations and the role of Boards is to support the community in these processes Location and resources - organisations operate in diverse locations where cultural, social, economic and political conditions may vary widely. Also, acute resource shortages may also determine the options available Legal requirements - organisations operate under provisions of federal, state or territory legislation as legal entities and funding recipients which influence decision-making Organisation processes Equity and diversity principles Technological changes

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: Integrated demonstration of all elements of competency and their performance criteria; and Culture is maintained and protected
Context of and specific resources for assessment	Assessment must ensure: This unit of competency should be assessed through the performance of Board duties, but in the event that there is no opportunity to observe such a performance a simulated environment can be used but such simulation must replicate Board conditions in terms of: performing the task; managing a number of different tasks; coping with irregularities and breakdowns in routine; dealing with the responsibilities and expectations of the Board, including working with others; and transferring competency to other situations Knowledge and performance to be assessed over time to confirm consistency in performance
Method of assessment	The following assessment method is appropriate for this unit: Performance of Board duties, or through an accurate simulation of Board duties
Guidance information for assessment

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.
Traditional and cultural responsibilities may include:	Aboriginal Law kinship land ownership Elders, Traditional Owners, men / women birth, marriage and death
Local history may include:	events eg. massacres development community relations
Protocols may include:	talking to the right people land ownership family/kinship/clan
Lifestyles may include:	remote rural urban
Diversity may include:	language law ceremonies literacy employment living conditions lifestyles
Impact of colonialism may include:	legislation land use religion education alcohol
Negative changes may include:	personal trauma stolen generation dispossession cultural disintegration loss of social control
Positive changes may include:	education living standards
Relevant Aboriginal and Torres Strait Islander organisational processes may include:	committee meetings in appropriate language constitutions recognise Traditional Owners decision-making processes bush meetings
Areas of actual or potential harm may include:	artworks copyright shift from community focus to business
Areas of social conflict may include:	schools workplaces public places
Strategies for eliminating damage may include:	legal options negotiation joint development
Appropriate non-Aboriginal and Torres Strait Islander sectors may include:	sporting clubs schools local government businesses church groups
Legislation and policy may include:	Native Title Wik amendments pastoral and mining leases 'Three Strikes' laws GST independent living allowance extended trading hours (liquor)
Impacts may include:	lost of land and culture cultural assimilation unemployment
Development may include:	land developments mainstreaming services changing technologies

Unit Sector(s)

empty

empt

Competency field

Regulation, Licensing and Risk - ATSI Governance

Regulation, Licensing and Risk - ATSI Governance

BSBATSIC411B Communicate with the community

Modification History

Unit Descriptor

This unit covers the process by which Board members work in partnership with the community including other organisations in order to meet community needs and involve people.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

This unit covers the process by which Board members work in partnership with the community including other organisations in order to meet community needs and involve people.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of organisations in the Indigenous community.

Indigenous community boards are upholders of traditional and cultural values.

This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of organisations in the Indigenous community.

Indigenous community boards are upholders of traditional and cultural values.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Employability Skills Information

This unit contains employability skills.

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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 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

Elements and Performance Criteria
Element	Performance Criteria
1	Collect information about the community on an on going basis	1.1	Convene a regular community forum
1.2	Utilise formal and informal community networks to share information
1.3	Encourage, respect and document community contributions
1.4	Respect confidentiality
2	Provide information to the community about the organisation's activities and Board decisions	2.1	Provide to the community information about the organisation's activities
2.2	Advise the community regularly of Board decisions and the reasons behind them
2.3	Follow protocols relating to information
3	Identify issues and problems jointly with the community	3.1	Raise, discuss and document community concerns
3.2	Invite individuals and groups affected by issues to participate
3.3	Research background information through relevant networks
4	Identify options with the community	4.1	Discuss and document possible options for action
4.2	Identify and list the advantages and disadvantages of each option
4.3	Select and document preferred options
4.4	Convey information to the Board
4.5	Convey the Board's response to the community

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
Oral or written communication Cross-cultural competence, including gender and disability Evaluation and decision-making Networking Negotiation
Required knowledge
Cultural context - Boards are upholders of traditional and cultural values. Relevant aspects of culture may include: cultural protocols, language (both Traditional and Aboriginal English), Aboriginal learning styles, cultural business, family and community responsibilities and local history Community control - community participation and control in decision-making are central to organisations and the role of Boards is to support the community in these processes Location and resources - organisations operate in diverse locations where cultural, social, economic and political conditions may vary widely. Also, acute resource shortages may also determine the options available Legal requirements - organisations operate under provisions of federal, state or territory legislation as legal entities and funding recipients which influence decision-making Organisation processes

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: Integrated demonstration of all elements of competency and their performance criteria; and Communicating effectively with the community
Context of and specific resources for assessment	Assessment must ensure: This unit of competency should be assessed through the performance of Board duties, but in the event that there is no opportunity to observe such a performance a simulated environment can be used but such simulation must replicate Board conditions in terms of: performing the task; managing a number of different tasks; coping with irregularities and breakdowns in routine; dealing with the responsibilities and expectations of the Board, including working with others; and transferring competency to other situations Knowledge and performance to be assessed over time to confirm consistency in performance
Method of assessment	The following assessment method is appropriate for this unit: Performance of Board duties, or through an accurate simulation of Board duties
Guidance information for assessment

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.
Community forums must include:	diverse groups, including women and youth
Methods of advising the community may include:	newsletters, notices etc in plain English or Aboriginal English open Board meetings forums open days consultations networks community meetings site visits
Protocols for information sharing may include:	land issues gender issues
Individuals, groups and networks may include:	Elders Custodians women young people government departments
Other organisations may include:	Aboriginal and Torres Strait Islander organisations CDEP mainstream community groups

Unit Sector(s)

empty

empt

Competency field

Regulation, Licensing and Risk - ATSI Governance

Regulation, Licensing and Risk - ATSI Governance

BSBATSIL402B Use the constitution

Modification History

Unit Descriptor

This unit covers ensuring that the organisations constitution is relevant and legal, that it is understood, and that it meets changing needs.

Some aspects of governance activities may be subject to legislation, rules, regulations and/or codes of practice relevant to different job roles and jurisdictions.

This unit covers ensuring that the organisations constitution is relevant and legal, that it is understood, and that it meets changing needs.

Some aspects of governance activities may be subject to legislation, rules, regulations and/or codes of practice relevant to different job roles and jurisdictions.

Application of the Unit

This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of organisations in the Indigenous community.

Indigenous community boards are upholders of traditional and cultural values.

This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of organisations in the Indigenous community.

Indigenous community boards are upholders of traditional and cultural values.

Licensing/Regulatory Information

Pre-Requisites

Employability Skills Information

This unit contains employability skills.

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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 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

Elements and Performance Criteria
Element	Performance Criteria
1	Understand the constitution	1.1	Explain key clauses to community members
1.2	Seek clarification of clauses from experts
1.3	Identify and document areas of the organisation not covered by the constitution
2	Ensure constitution is legal	2.1	Check the constitution to ensure it is consistent with relevant law
2.2	Check the constitution to ensure it is consistent with Traditional law
3	Apply constitution	3.1	Follow constitutional provisions
3.2	Check policy and programs to ensure they conform to the constitution
4	Amend the constitution	4.1	Workshop suggested changes with the members
4.2	Reach a clear decision as to amendments
4.3	Use relevant procedures to make the required changes
4.4	Ensure formal documentation of changes are made

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
Written and oral communication Consultation and discussion Evaluation and revision Networking
Required knowledge
Cultural context - Boards are upholders of traditional and cultural values. Relevant aspects of culture may include: cultural protocols, language (both Traditional and Aboriginal English), cultural business, family and community responsibilities and Aboriginal learning styles Community control - community participation and control in decision-making are central to organisations and the role of Boards is to support the community in these processes Location and resources - organisations operate in diverse locations where cultural, social, economic and political conditions may vary widely. Also, acute resource shortages may also determine the options available Legal requirements - organisations operate under provisions of federal, state or territory legislation as legal entities and funding recipients which influence decision-making Community history Organisation constitution and processes Corporations Law

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: Integrated demonstration of all elements of competency and their performance criteria; and Appropriate use of the constitution
Context of and specific resources for assessment	Assessment must ensure: This unit of competency should be assessed through the performance of Board duties, but in the event that there is no opportunity to observe such a performance a simulated environment can be used but such simulation must replicate Board conditions in terms of: performing the task; managing a number of different tasks; coping with irregularities and breakdowns in routine; dealing with the responsibilities and expectations of the Board, including working with others; and transferring competency to other situations Knowledge and performance to be assessed over time to confirm consistency in performance
Method of assessment	The following assessment method is appropriate for this unit: Performance of Board duties, or through an accurate simulation of Board duties
Guidance information for assessment

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.
Experts may include:	Registrar of Aboriginal and Torres Strait Islander Corporations solicitors accountants managers Elders
Constitutional provisions may include:	elections membership objects meetings financial reporting
Policies and programs may include:	program objectives commercial activities eligibility for assistance
Relevant law may include:	the Act under which the organisation operates Corporations Law

Unit Sector(s)

empty

empt

Competency field

Regulation, Licensing and Risk - ATSI Governance

Regulation, Licensing and Risk - ATSI Governance

BSBCMM401A Make a presentation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit covers the performance outcomes, skills and knowledge required to prepare, deliver and review a presentation to a target audience. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training, promotions, etc. They contribute well developed communication skills in presenting a range of concepts and ideas.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare a presentation	1.1. Plan and document presentation approach and intended outcomes 1.2. Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed 1.3. Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas 1.4. Brief others involved in the presentation on their roles/responsibilities within the presentation 1.5. Select techniques to evaluate presentation effectiveness
2. Deliver a presentation	2.1. Explain and discuss desired outcomes of the presentation with the target audience 2.2. Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas 2.3. Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes 2.4. Use persuasive communication techniques to secure audience interest 2.5. Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences 2.6. Summarise key concepts and ideas at strategic points to facilitate participant understanding
3. Review the presentation	3.1. Implement techniques to review the effectiveness of the presentation 3.2. Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation 3.3. Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities facilitation and presentation skills to communicate central ideas of a message in an informative and engaging manner, and to utilise verbal and non-verbal techniques to sustain participant engagement literacy skills to prepare presentation information and to write in a range of styles for different target audiences.
Required knowledge
data collection methods that will support review of presentations industry, product/service key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety principles of effective communication range of presentation aids and materials available to support presentations.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: preparation, delivery and evaluation of the effectiveness of at least two presentations related to the candidate's occupation or area of interest knowledge of the principles of effective communication.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment, documentation and resources.
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: demonstration of preparation, delivery and evaluation of a presentation direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations review of selected presentation aids, materials and techniques review of briefing provided for others involved in the presentation evaluation of techniques implemented to review the effectiveness of the presentation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other general administration units.

Range Statement

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.
Presentation strategies may involve:	case studies demonstration discussion group and/or pair work oral presentations questioning simulations and role-play
Presentation format and delivery methods may include:	advertising copy audio direct marketing copy individual presentation public relations copy scripts storyboards team presentation verbal presentation video visuals
Characteristics may include:	age cultural and language background educational background or general knowledge gender language, literacy and numeracy needs physical ability previous experience with the topic
Presentation aids and materials may include:	computer simulations and presentations diagrams, charts and posters models overhead projector paper-based materials video and audio recordings whiteboard
Presentation techniques may include:	animation comparative advertising live action music signature elements such as: slogans logotypes packaging sound effects use of a guest speaker use of black and white use of colour use of humour
Techniques to evaluate presentation effectiveness may include:	action research critical friends focus group interviews one-on-one interviews with participants and other personnel involve in the presentation written feedback provided by participants

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Interpersonal Communication

Co-requisite units

Co-requisite units

BSBCOM501B Identify and interpret compliance requirements

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify and interpret the range of internal and external compliance requirements and obligations that must be fulfilled by an organisation. A range of legislation, rules, regulations and codes of practice may apply to this unit at the time of endorsement, depending on job roles and jurisdictions.

Application of the Unit

Application of the unit	This unit applies to individuals working as a chief executive or manager in a small organisation (where it would be part of their broad role) or as a member of a compliance management team within a larger organisation. These individuals require a sound theoretical knowledge of compliance and well established skills in identifying and interpreting compliance requirements relevant to the operations and sphere of business of the organisation and/or industry sector concerned. The unit also applies to internal or external consultants as part of a broader advisory role to the chief executive or management team of a large or small organisation on compliance management policies and systems. As the activities are focused primarily on identifying and interpreting specific legislative requirements, codes of practice, and internal standards and procedures as they relate to a particular organisation, this unit differs from BSBCOM601B Research compliance requirements and issues. Researching compliance issues is a higher order competence aimed at carrying out research into a wider range of compliance-related issues, such as the costs of compliance, the potential impact of compliance on an organisation or industry, and the risks and consequences of non-compliance.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Clarify the scope of operations	1.1. Identify and review the relevant range of operations and the sphere of business arrangements of the organisation 1.2. Conduct an analysis of the operations and business arrangements of the organisation and identify the functions, products and services that may be subject to compliance requirements 1.3. Develop and document work activity plans for determining relevant compliance requirements 1.4. Obtain approval of plans from relevant organisational personnel
2. Identify compliance requirements	2.1. Conduct a search of information on internal and external compliance requirements using appropriate search resources, including relevant Australian and international standards 2.2. Ensure the search of compliance requirements scans across all relevant jurisdictions of laws, regulations, and industry and organisational codes and standards and identify pertinent compliance requirements 2.3. Progressively review information collected in terms of its relevance to the organisation's operations, services and products 2.4. Organise and store gathered information on relevant compliance requirements in an appropriate format for further analysis
3. Interpret, analyse and prioritise identified compliance requirements	3.1. Review and interpret collected information in terms of its relevance to the organisation's functions, services and products 3.2. Discuss and clarify with relevant internal or external personnel ambiguities, uncertainties and problems experienced in interpreting identified compliance information 3.3. Identify, analyse and prioritise relevant compliance requirements in terms of critical implications for the organisation and risks and consequence of possible breaches 3.4. Group pertinent compliance requirements into those that are critical and central to the organisation's operations, those that are important in some circumstances but are not central to the organisation's operations, and those that are pertinent but are incidental to the organisation's operations
4. Document compliance requirements	4.1. Organise and document outcomes of the identification and interpretation activities 4.2. Prepare and communicate reports of relevant compliance requirements and assessment of implications to relevant personnel performing specific compliance management functions

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
interpersonal skills to: contribute to the development of a positive culture of compliance within an organisation work with internal and external personnel with an interest in an organisation's compliance program and management system interpersonal and communication skills to relate to internal and external personnel, including those representing relevant regulatory authorities, professional institutes and organisations, including standards' organisations literacy skills to read and interpret various types of documents and to write reports containing complex concepts organisational and time-management skills to conduct compliance management activities project management skills to: scope and plan the conduct of compliance requirement identification activities manage other personnel involved in the identification and interpretation of compliance management activities research and analytical skills to identify and interpret compliance requirements technical skills to use communications technology effectively
Required knowledge
elements of compliance programs and related management systems, including: documentation of compliance requirements relevant to the organisation specification of compliance management functions, accountabilities and responsibilities within the organisation compliance-related management information systems record-keeping systems required for compliance management liaison procedures with relevant internal and external personnel on compliance-related matters breach management policies and processes, including the identification, classification, investigation, rectification and reporting of breaches in compliance requirements compliance reporting procedures corporate induction and training processes related to compliance management processes for the internal and external distribution and promotion of information on compliance requirements, and compliance programs and management systems complaints handling systems continuous improvement processes for compliance, including monitoring, evaluation and review strategies for developing a positive compliance culture within the organisation techniques and performance indicators for monitoring the operation of a compliance program or management system reporting processes on compliance management, including reports on breaches and rectification action relevant organisational policies and procedures, including: compliance plans and policies in various compliance areas organisational standards for operations and ethics relevant Australian and international standards, including: AS 3806:2006 Compliance programs AS ISO 10002:2006 Customer satisfaction - Guidelines for complaints handling in organizations AS ISO 15489:2004 Records management AS/NZS 4360:2004 Risk management relevant organisational policies and procedures, including: plans and policies in various compliance areas organisational standards for operations and ethics

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: document processes used to identify, analyse and interpret organisational compliance requirements apply knowledge of elements of compliance programs and related management systems.
Context of and specific resources for assessment	Assessment must ensure access to: organisational policies and procedures, standard operating procedures, and plans relevant published material on legislation, regulations, licensing requirements, codes of practice, standards, etc. appropriate computer resources for online searching and review of relevant compliance requirements.
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: observation of activities undertaken to identify compliance requirements assessment of reports identifying compliance requirements and containing analysis of the implications of those requirements on organisational objectives, processes and systems direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate observation of interactions with internal and external stakeholders while identifying compliance requirements oral or written questioning to assess knowledge of compliance requirements and their impact on organisational objectives, processes and systems review of authenticated compliance promotional documents or computer files from the workplace or training environment.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Range of operations may include:	full range of operations of an organisation at a particular site full range of operations of an organisation distributed across multiple sites full range of operations of an organisation, including mobile units such as vehicles, railway trains, maritime vessels and aircraft operations of a particular section or organisational unit.
Compliance requirements may include:	cross-industry, industry-specific and internal organisational compliance requirements in such areas as (examples in alphabetical groupings): anti-discrimination, including discrimination by race, sex, disability, religion, etc.; alcohol licensing, including licensing regulations covering clubs, pubs, licensed premises, etc.; aviation bankruptcy chemical use, child protection, construction, conveyancing/real estate, copyright, corporate governance, customs, credit education, electricity, environmental protection, equal opportunity financial services, including banking; fire; food hygiene; freedom of information; freight forwarding gambling, gene technology health, human rights insurance, immigration, intellectual property land management maritime, mining pharmaceuticals, patents, privacy quarantine racing, rail transport, road transport safety, including cross-industry generic regulations as well as industry, equipment or product-specific subcategories, e.g. marine safety, rail safety, food safety, aviation safety, road safety, dangerous goods, construction safety, mine safety, etc.; security; sewage; superannuation taxation, telecommunications, tobacco, trade practices and consumer protection water supply, workers compensation, workers rehabilitation different types of internal and external compliance requirements, including: accreditation requirements of an institute, professional organisation or registration body internal policies, procedures, standards or codes of practice of an organisation regulations of a state or territory, national or international regulatory authority requirements for certification under statutory licensing systems statutory standards or codes of practice.
Information on internal and external compliance requirements may include:	internal policies, standard operating procedures, standards, and codes of practice published material relevant to compliance held in either internal or external libraries relevant legislation, regulations and licensing requirements pertinent to the organisation's operations and sphere of business.
Search resources may include:	computer terminals linked to data sources either via the internet, internal networks, or CDs library resources and materials, including compliance-related books, journals, manuals, standards, CDs and other multimedia resources published information on such things as relevant legislation, regulations, licensing requirements, codes of practice and Australian standards.
Relevant Australian and international standards may include:	AS 3806:2006 Compliance programs AS ISO 10002:2006 Customer satisfaction - Guidelines for complaints handling in organizations AS ISO 15489:2004 Records management AS/NZS 4360:2004 Risk management.
Jurisdictions of laws, regulations, industry and organisational codes and standards may include:	global industry local national organisational state or territory.
Information on relevant compliance requirements may include:	correspondence, emails and other written information provided by internal and external personnel contacted during search activities information downloadable from relevant websites newsletters, bulletins and information sheets and other similar periodic documentation distributed by relevant regulatory authorities and standards bodies published information on legislation, regulations, codes of practice, standards, licensing requirements, standard operating procedures, etc. records of conversations and meetings with relevant internal and external personnel.
Relevant internal personnel may include:	board of directors chief executive officer compliance management team compliance specialists at the operational level frontline managers senior management team.
Relevant external personnel may include:	legal and business advisors and consultants with expertise in compliance management representatives of professional associations and institutes relevant to the organisation's operations and sphere of business representatives of relevant authorities in pertinent compliance areas.
Relevant personnel performing specific compliance management functions may include:	compliance management consultants compliance management officers compliance managers legal personnel specialising in compliance management line managers with specific compliance functions.

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, licensing and risk - compliance

Co-requisite units

Co-requisite units

BSBCON401A Work effectively in a business continuity context

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to work effectively in a business continuity context. This unit requires an awareness of the organisation's overall business continuity management framework and participation in activities related to the business continuity management framework. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit is for individuals working in administrative and/or support roles who require a basic knowledge of the processes relating to the organisation's business continuity requirements. Business continuity awareness and planning help the organisation to identify barriers and/or interruptions and to determine how the organisation will achieve critical business objectives (even at diminished capacity) until full functionality is restored.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Demonstrate an understanding of the business continuity management framework	1.1. Access the business continuity management framework, and related policies and procedures 1.2. Analyse the key elements of the business continuity management framework within the organisation to determine their impact 1.3. Within work role authority, contribute to the review of the business continuity management framework, policies and procedures 1.4. Participate in emergency response and business continuity management framework training and exercises as required
2. Support the organisation's business continuity strategies	2.1. Demonstrate an awareness of internal and external risk context relevant to the organisation 2.2. Review and provide feedback on the outcomes of the business impact assessment/s 2.3. Participate in risk treatment reviews 2.4. Identify and record the organisation's emergency response, continuity and recovery strategies 2.5. Identify own role and responsibility within the organisation's business continuity plan/s 2.6. Identify and report to management on any new or emerging risk or incident

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills to: provide feedback to appropriate personnel about the business continuity management framework and strategies read, write and understand a variety of workplace documents work effectively with diverse individuals and groups learning skills to participate in training activities and to improve own knowledge and skills about business continuity management planning and organising skills to identify risk factors and to take action to minimise risk according to level of responsibility problem-solving skills to appropriately address identified risks treatments (within ownlevel of responsibility) research and data collection skills to monitor and evaluate risks technology skills to use the organisation's data and information management systems
Required knowledge
Australian/New Zealand Standard AS/NZS 4360:2004Risk Management Australian/New ZealandStandard HandbookAS/NZS HB221:2004 Business Continuity Management organisation's policies and procedures, including business continuity strategies overall operations of the organisation, including existing data and information systems relevant legislation and regulations that impact on business continuity, such as OHS, environment, duty of care, contract, company, freedom of information, industrial relations, privacy and confidentiality, due diligence, records management

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: demonstrated understanding of own role in relation to wider business continuity requirements in the organisation demonstrated understanding of risk and the business continuity management framework processes and policies as they apply in the organisation participation in contributing to improving business continuity management framework processes within the organisation
Context of and specific resources for assessment	Assessment must ensure: access to workplace documentation relating to risk management access to business continuity management framework, business impact assessments and strategies
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the participant review of documentation outlining risk context and organisation's processes and outcomes work based projects or case studies scenarios oral or written questioning to assess basic knowledge of Australian standards for risk management and business continuity
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Organisation may include:	commercial enterprises community government non-commercial enterprises not-for-profit religious organisations
Exercises may include:	drills scenario planning
Risk may include:	aeronautical armed hold-up biological chemical civil disturbance disability/death of key person economic electronic erosion explosion fire fraud hazardous materials industrial accident infrastructure failure market failure natural disaster operational collapse - insolvency pandemic pollution privacy and confidentiality radiological/nuclear robbery and/or major vandalism sabotage structure failure terrorism transport accident war water weather/climate change
Business impact assessment/s may include:	breach/reduction of customer service standards cost/impact on existing and/or increased finance escalating losses over time impact of loss of business/resources loss of revenue potential fines/penalties/litigation costs reputation/brand damage statutory/regulatory breaches
Risk treatment may include:	activating evacuation plan activating lock down procedures activating workplace emergency management plan personnel working from home relocation of facilities resource replacement temporarily suspending activities transferring activities
Emergency response strategies may include:	contact lists to report incident/s documentation/reporting/recording procedures evacuation plan location of evacuation assembly point lockdown procedures names and responsibilities of wardens personnel instructions for evacuation process for accounting for personnel workplace emergency management plan
Continuity strategies may include:	action required to resume critical business activities contact lists of critical personnel and stakeholders counselling critical business activities and prioritisation of when they can/need to resume list of resources relocation to alternative worksite resource replacement treatment for critical business activities
Recovery strategies may include:	damage assessment process for assessing loss and filing insurance claims relocation of business to original location salvage and restoration of records, infrastructure and premises
Business continuity plan/s may include:	introduction organisational details objectives purpose critical business functions assumptions processes activation and stand down responsibility version control and maintenance operational requirements critical success factors interdependencies outage times compliance people structure roles and responsibilities contact details continuity arrangements accommodation resources workarounds and alternative solutions continuity management tasks communications other plans
Emerging risk may include:	act of god civil unrest communication with third party, e.g. phone call of bomb threat environmental - human insufficient finance insufficient insurance news bulletins pandemic terrorist
Incident may include:	biological contamination chemical exposure detection of any of the risks as listed previously fire flood

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Continuity

Co-requisite units

Co-requisite units

BSBCON601A Develop and maintain business continuity plans

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to work within the business continuity framework to develop and implement business continuity plans in order for an organisation to manage risk and ensure business resilience when faced with a disruptive event. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit is for individuals working in positions of authority who are approved to implement change across the division, business area, program area or project area. This unit addresses the knowledge and processes necessary to develop and maintain business continuity requirements. Business continuity awareness and planning help the organisation to identify barriers and/or interruptions, and to determine how the organisation will achieve critical business objectives (even at diminished capacity) until full functionality is restored. The focus is on risk and vulnerability assessment, business impact assessments, and business continuity and communication plans.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Conduct risk and vulnerability assessments	1.1. Identify the relationship between corporate risk and the organisation's business continuity management framework 1.2. Analyse and determine internal and external risk context by collecting information that relates to the organisation's priorities, operations and environment 1.3. Analyse and identify potential internal and external sources of disruption to the organisation's priorities, operations and environment
2. Develop and report on the business impact assessment/s	2.1. Identify the organisation's critical business functions and their dependencies and interdependencies, and analyse and evaluate risks through the business impact assessment/s 2.2. Develop risk and disruption scenarios through the business impact assessment/s 2.3. Validate risk and disruption scenarios through the business impact assessment/s 2.4. Analyse, validate and report on the outcomes of the business impact assessment/s to management
3. Develop, implement and report on risk treatments	3.1. Develop and implement risk treatments 3.2. Participate in risk treatment review 3.3. Report on risk treatment review to management and relevant appropriate personnel 3.4. Update risk treatment review in line with feedback provided by relevant personnel
4. Determine interdependencies and develop response strategies	4.1. Develop the organisation's emergency response, continuity and recovery strategies 4.2. Consult and seek endorsement on the organisation's emergency response, continuity and recovery strategies from management and other appropriate personnel 4.3. Identify and manage synergies and conflicts in resource availability and access in conjunction with management 4.4. Coordinate the organisation's emergency response, continuity and recovery strategies
5. Establish the business continuity plan	5.1. Consult relevant personnel and seek support for the development of the organisation's business continuity plan/s 5.2. Ensure content of business continuity plan is comprehensive and meets, where applicable, the requirements of regulations, standards, industry practice and geographical dispersion 5.3. Document and analyse feedback received through consultation and finalise business continuity plan 5.4. Demonstrate accountability for the organisation's business continuity plan/s
6. Establish the communication plan within the organisation's planning framework	6.1. Identify stakeholders and determine objective and scope of communication plan for periods before, during and after disruptions occur 6.2. Determine organisation's communication capabilities in line with objectives and scope, and identify gaps and options for meeting shortfalls 6.3. Develop and implement across the organisation, appropriate risk and incident monitoring, reporting and escalation processes
7. Deliver business continuity professional development activities	7.1. Promote the application of the business continuity management framework and plan to all relevant personnel on an ongoing basis 7.2. Provide staff with appropriate information relating to the cyclical review process of the business continuity management plan 7.3. Conduct business continuity management plan exercises in line with the organisation's policies and procedures 7.4. Conduct post exercise debriefs, complete post exercise reviews and update business continuity strategies and plans as required 7.5. Manage and record staff learning and development in relation to the business continuity management framework in accordance with organisational requirements, and framework policies and procedures 7.6. Report on the outcomes of staff learning and development, and business continuity framework exercises to relevant personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to analyse relevant workplace information and data, and to make observations and connections between workplace tasks and interactions in relation to people, activities, equipment, environment and systems communication, teamwork and leadership skills to: read and interpret an organisation's reports, policies and procedures in order to develop business continuity management plan/s effectively communicate and work with a diverse range of individuals at all levels during and after a disruptive event effectively negotiate the trust and confidence of colleagues and stakeholders effectively undertake detailed business impact assessment activities across the spectrum of the organisation's stakeholders information technology skills to effectively respond to information technology issues initiative and enterprise skills to generate a range of options in response to a disruptive event planning and organisational skills to participate in or to establish the organisation's improvement and planning processes presentation skills to develop and present reports or presentations that deal with complex ideas and concepts, and to articulate information and ideas clearly research skills to undertake the necessary background research for risk and vulnerability assessment, business impact assessment and business continuity plan risk management and project planning skills to effectively develop and execute potentially complex business continuity planning strategies and plans stress management skills to work effectively and positively under the pressure of a major incident or situation within the workplace.
Required knowledge
Australian/New Zealand Standard AS/NZS 4360:2004Risk Management Australian/New Zealand Standard HandbookAS/NZS HB221:2004 Business Continuity Management organisation's policies and procedures, including business continuity strategies overall operations of the organisation, including existing data and information systems, paper and digital recordkeeping systems past and current internal, external and industry disruptions relevant legislation and regulations that impact on business continuity, such as OHS, environment, duty of care, contract, company, freedom of information, industrial relations, emergency management, privacy and confidentiality, due diligence, records management types of available insurance, what is required and insurance providers in relation to business continuity planning types of available recoverable services.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: knowledge of the organisation's overall business continuity framework and how it interrelates with the critical business functions development and implementation of a business continuity plan that includes appropriate links to emergency response, disaster recovery plans and detailed continuity and recovery strategies effective management of the communication and staff development activities relating to business continuity risk and vulnerability assessment.
Context of and specific resources for assessment	Assessment must ensure: access to workplace business continuity documentation access to feedback from teams and management.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the participant work based projects or case studies observation of presentations oral or written questioning to assess knowledge of business continuity management framework and business continuity plans review of documented critical success factors, and goals or objectives for area review of risks prioritised for risk treatment and disruption scenarios evaluation of business impact assessment evaluation of business continuity and communication strategies and plans.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Corporate risk may include:	electronic information security espionage/commercial confidence/sensitivity breach governance insolvency major fraud professional negligence - threat of major legal action against directors
Organisations may include:	commercial enterprises community government non-commercial enterprises not-for-profit religious organisations
Risk may include:	aeronautical armed hold-up biological chemical civil disturbance disability/death of key person economic electronic erosion explosion fire fraud hazardous materials industrial accident infrastructure failure market failure natural disaster operational collapse - insolvency pandemic pollution privacy and confidentiality radiological/nuclear robbery and/or major vandalism sabotage structure failure terrorism transport accident war water weather/climate change
Critical business functions may include:	business objectives customer service functions financial systems human resource functions management OHS organisational structure payroll records management
Dependencies may include:	office furniture office supplies personnel support activities systems and applications vital records
Interdependencies may include:	communications outsourcer and third party suppliers power sanitation security transport water
Business impact assessment/s may include:	breach/reduction of customer service standards cost/impact on existing and/or increased finance escalating losses over time impact of loss of business/resources loss of revenue potential fines/penalties/litigation costs reputation/brand damage statutory/regulatory breaches
Disruption scenarios may include:	damage to/loss of critical infrastructure information and intelligence - unavailable equipment and other assets - unavailable litigation loss of access to building loss of access to precinct loss of access to records and organisational information systems loss of building loss of communications - voice loss of communicationsÂ - data loss of distribution chain loss of information technology systems loss of number and availability of staff, including key staff not meeting legal and business requirements partnership dependencies - denial of access to goods and services from suppliers, outsourcers
Management may include:	chief executive officer company board delegated business continuity management director/officer department managers directors supervisors
Risk treatment may include:	activating evacuation plan activating lockdown procedures activating workplace emergency management plan personnel working from home relocation of facilities temporarily suspending activities transferring activities
Emergency response strategies may include:	contact lists to report incident/s documentation/reporting/recording procedures evacuation plan location of evacuation assembly point lock down procedures names and responsibilities of wardens personnel instructions for evacuation process for accounting personnel workplace emergency management plan
Continuity strategies may include:	action required to resume critical business activities to pre-disruption capacity contact lists of critical personnel and stakeholders counselling critical business activities and prioritisation of when they can/need to resume list of resources relocation to alternative worksite resource replacement treatment for critical business activities
Recovery strategies may include:	customer confidence/relationship management damage assessment market re-establishment process for assessing loss and filing insurance claims relocation of business to original location salvage and restoration of records, infrastructure and premises
Resources may include:	critical written and/or electronic records emergency services facilities and/or accommodation finances information technology infrastructure and applications management insurance personnel plant and equipment premises telecommunications
Business continuity plan/s may include:	introduction organisational details objectives purpose critical business functions assumptions processes activation and stand down responsibility version control and maintenance operational requirements critical success factors interdependencies outage times compliance people structure roles and responsibilities contact details continuity arrangements accommodation resources workarounds and alternate solutions continuity management tasks communications other plans checklists maps and drawings
Stakeholders may include:	chief executive officer company board customers directors families/next-of-kin funders local community media personnel professional bodies shareholders relevant government minister/s and department/s regulators sponsors suppliers
Communication plan may include:	accessibility assumptions audience boundaries business continuity terminology capability equipment hierarchical organisational chart of internal and external emergency services personnel/delegates mode monitoring procedures radio silence reporting and recording procedures sensitivities
Exercises may include:	drills discussion exercises modelling planned walkthroughs scenario planning and exercising simulated exercises testing

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Continuity

Co-requisite units

Co-requisite units

BSBCON701A Establish and review the business continuity management framework and strategies

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to establish and review the formal and/or informal business continuity management framework and strategies for an organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit is for individuals working in positions of authority who have the responsibility for embedding business continuity management into corporate or organisational levels of a business. This unit addresses the knowledge and processes necessary to establish, monitor and review the requirements of the business continuity management framework. The framework is important as it provides the processes and resources to ensure the continued achievement of critical business objectives in the event of a disruption (even at diminished capacity) until full functionality is restored.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Establish business continuity management framework	1.1. Gain support for the business continuity management framework from relevant personnel 1.2. Demonstrate clear sponsorship, responsibility and accountability for the business continuity management framework 1.3. In consultation with others, establish governance structures for the business continuity management framework, in line with the size of the organisation 1.4. Determine and seek approval for resources required to implement the business continuity management framework 1.5. Support relevant personnel to implement the business continuity management framework 1.6. Establish a management system for the organisation's business continuity management program 1.7. Seek management approval of the organisation's business continuity management framework
2. Monitor the business continuity management framework and strategies	2.1. Develop an appropriate cyclical review process for monitoring the business continuity management framework 2.2. Provide relevant personnel with information relating to the cyclical review process for the business continuity management framework 2.3. Develop and seek approval of tools to verify and validate the business continuity management framework activities, processes and plans, appropriate to the organisation 2.4. Consult with relevant personnel about the implementation of the business continuity management framework 2.5. Monitor business continuity management framework learning, development and exercises across organisation
3. Review and evaluate the business continuity management framework and strategies	3.1. Review and analyse reports on business continuity management framework learning and development exercises 3.2. Review and analyse the organisation's communication strategy and implement changes 3.3. Review and update the overall business continuity management framework activities, processes, plans and resources according to results pre and post activation 3.4. Analyse and integrate the organisation's business impact assessment/s and identify dependencies and interdependencies if applicable 3.5. Implement and conduct business continuity management program audits

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to: assess relevant workplace information and data to determine and utilise resources, activities, equipment, environment and systems investigate a critical incident and provide recommendations and remedies communication, teamwork and leadership skills to: read and interpret an organisation's reports, policies and procedures in order to establish and review business continuity management framework effectively and calmly communicate and work with a diverse range of individuals at all levels during and after a disruptive event review and report on a critical incident to all relevant parties including being able to provide submissions to the chief executive officer (CEO), Board and Directors effectively negotiate the trust and confidence of an organisation's personnel demonstrate leadership across the organisation by acting as a positive role model information technology skills to understand complex information technology issues within the organisation's environment initiative, enterprise and problem solving skills to: translate a range of ideas into appropriate action when a disruptive event occurs solve problems individually and in teams in response to changing environments planning and organisational skills to establish and monitor the organisation's improvement and planning processes presentation skills to develop and present reports or presentations that deal with complex ideas and concepts, and to articulate information and ideas clearly to an appropriate audience project planning skills to effectively develop and execute potentially complex business continuity management frameworks, and to analyse and provide advice on business continuity management plans research skills to undertake the necessary background research for the development and monitoring of the business continuity management framework stress management skills to work effectively and positively under the pressure of a major incident or situation within the workplace
Required knowledge
Australian/New Zealand Standard AS/NZS 4360:2004Risk Management Australian/New Zealand Standard HandbookAS/NZS HB221:2004 Business Continuity Management circumstances, barriers and/or interruptions that will disrupt, damage or inhibit the continuation of critical business functions organisation's current functionality,including existing data and information systems organisation's internal and external dependencies and interdependencies organisation's policies and procedures, including risk management strategy past and current internal, external and industry disruptions relationship of the business continuity management framework to other business processes relevant legislation and regulations that impact on business continuity, such as OHS, environment, duty of care, contract, company, freedom of information, industrial relations, privacy and confidentiality, due diligence, records management types of available insurance, what is required and insurance providers in relation to business continuity planning

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: knowledge and understanding of an organisation's culture and capabilities, and the need for sustainable business continuity management planning demonstrated ability to think strategically and to work effectively with others to establish a business continuity management framework for an organisation.
Context of and specific resources for assessment	Assessment must ensure: access to workplace business continuity documentation access to feedback from teams and all levels of management.
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: direct questioning combined with review of portfolios of evidence third party workplace reports of on-the-job performance by the participant observation of presentations work based projects or case studies oral or written questioning to assess knowledge of business continuity management framework.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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 participant, accessibility of the item, and local industry and regional contexts) may also be included.
Relevant personnel may include:	chief executive officer company board delegated business continuity management officer directors department managers supervisors chief financial officer (CFO) chief operating officer (COO) workplace health and safety officers (WHSO)
Governance structures may include:	authorisation processes development and coordination of business continuity management framework monitoring the business continuity management framework organisational chart showing management functions and reporting responsibilities tracking and measurement of performance and outcome of the business continuity management framework
Management may include:	chief executive officer company board delegated business continuity management director/officer department managers directors supervisors
Resources may include:	critical written and/or electronic records emergency services facilities and/or accommodation finances information technology infrastructure and applications management insurance media relations/communications officer outsourced services personnel/human resources plant and equipment premises telecommunications salvage crew training personnel
Tools may include:	component testing (simple checks) desktop scenario tests financial audit hazard and risk identification documentation information systems live simulation tests performance audits plant and equipment maintenance schedules technical testing (detailed checks) workplace health and safety audit
Exercises may include:	drills discussion exercises modelling planned walkthroughs scenario planning and exercising simulated exercises testing
Pre and post activation may include:	aims and objectives for business continuity management exercise plan amendment of business continuity management plan following exercise assessment of current business continuity management plan feedback documentation from exercises identification of emerging threats and risks
Dependencies may include:	office furniture office supplies personnel systems and applications vital records
Interdependencies may include:	communications outsourcer and third party suppliers power sanitation security transport water

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Continuity

Co-requisite units

Co-requisite units

BSBCRT101A Apply critical thinking techniques

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use fundamental critical thinking skills. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to all individuals who need the capacity to think critically and apply that thinking to a range of situations and challenges. It is relevant to all work and life situations, and focuses on the conscious development of skills to ask essential questions and to consider answers to those questions. 'A mind with no questions is a mind that is not intellectually alive. No questions (asked) equals no understanding (achieved).' Foundation for Critical Thinking

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Examine the value of curiosity and questioning	1.1. Appraise the value of curiosity and questioning in both work and life situations 1.2. Consider how different types of questions and styles of questioning apply in diverse situations
2. Develop the habit of asking questions and wondering why	2.1. Reflect on and wonder about issues and situations 2.2. Ask questions of self to challenge and expand individual thinking 2.3. Ask questions of others in a constructive way to seek broader knowledge and understanding 2.4. Identify situations when too much wondering and questioning may be inappropriate or ineffective 2.5. Assess the best ways to structure questions for different situations
3. Contribute to answers as well as questions	3.1. Take responsibility for answering questions as well as for asking them 3.2. From many possible questions, determine the key question to be answered 3.3. Identify and access information needed to answer the question 3.4. Sort the facts from other information in developing a response 3.5. Check own preconceptions and assumptions and determine their validity 3.6. Reach a well-considered conclusion or answer, without ruling out more questions or further exploration 3.7. Use conclusions and answers in positive, practical and timely ways

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to actively listen and to ask questions of others in a constructive way critical thinking and problem-solving skills to formulate and ask relevant questions, and come up with appropriate answers comprehension skills to interpret and distil key information of relevance to a given situation.
Required knowledge
different types of questions and their relevance to different situations techniques to assist in forming the habit of asking questions and taking responsibility for answers typical blockers to the critical thinking process why questions are important and the benefits of asking good questions for individuals, businesses and communities (the importance of critical thinking).

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: application of a conscious process of questioning to achieve new understandings knowledge and understanding of how critical thinking and questioning impacts on individual lives, the broader community and work situations.
Context of and specific resources for assessment	Assessment must ensure: interactions with specific challenges and situations to demonstrate the application of critical thinking (this would usually involve interactions with others).
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of a candidate blog exploring different ideas and questions review of candidate response to scenarios that allow the candidate to apply critical thinking techniques to a particular life or work situation, and to demonstrate ability to portray curiosity and exploration of new concepts evaluation of candidate response to the challenge of adopting different perspectives on a situation, and ability to both develop and respond to questions from those perspectives observation of the candidate participating in a group problem-solving session oral or written questioning to assess knowledge of typical blockers to the critical thinking process.
Guidance information for assessment	Critical thinking always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the critical thinking skills as described in this unit.

Range Statement

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.
Value of curiosity and questioning might relate to:	developing a more efficient way of doing something developing a new idea developing and improving products and services enhancing skills and career opportunities enhancing the physical environment financial benefit greater personal satisfaction improving interpersonal relationships
Different types of questions may include questions about:	accuracy breadth clarity depth emotion fairness logic meaning precision relevance significance social engagement society style taste
Questions of self may include:	am I being distracted by irrelevant information? are claims warranted? are there any unstated assumptions? could I do this differently or better? do I have any ideas to share about this? have I seen something that may have application here? how can I do that? how can I fix this? how long will that take? if they are doing that, could I? is this a reliable source? is this relevant to me? was I fair? what are the real facts of this situation?
Questions of others may include:	do we have a budget? how did you come up with that? how do you feel about that? how does that work? what does it mean? why do you want me to do it like that? why do we do it like that? why is it so?
Situations when too much wondering or questioning may be inappropriate or ineffective may relate to:	contractual agreements extreme time pressure or non-negotiable deadlines financial limitations procedures determined by laws or other regulations safety issues when others are totally closed to new ideas
Responsibility for answering questions may involve:	acknowledging shared responsibility adopting a positive 'can do' attitude following up on practical details pro-actively seeking information suggesting a new approach talking to others about possible answers
Key question to be answered may be determined by:	constraints of the broader context and environment overall goal - what needs to be achieved personal hopes and expectations
Information needed to answer the question may be:	accessed by observing people already inside own head in journals, books or other printed materials in workplace documents in a hardware store on the internet with colleagues with friends or family
Other information may be:	opinions own assumptions or those of others personal prejudice spin or public relations
Preconceptions and assumptions may relate to:	assumptions about the way others are thinking established ways of doing things existing ideas, products and services risk aversion self-imposed limitations on what is possible

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCRT301A Develop and extend critical and creative thinking skills

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop the habit of thinking in a more creative way. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who need to develop and extend their critical and creative thinking skills. Creative thinking involves looking at things differently, musing, testing, experimenting and challenging existing thought patterns. Creative thinking can take place anywhere - at home, at work, lying in bed at night, in the shower or on the bus. It can be applied to any type of issue or situation. When used effectively it can assist with the improvement of existing, or the development of entirely new or innovative services, products or processes. Sometimes creative thinking may pay off in a seemingly unconnected way at a future time and in an apparently unrelated context. Creative thinking can be learnt and applied through thoughtful application of skills related to observation, analysis, reflection, problem solving, evaluation and critical appraisal. Effective use of creative thinking skills opens up new opportunities for individuals, businesses and communities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop a questioning mindset	1.1. Develop the habit of asking questions from different perspectives 1.2. Take responsibility for exploring a variety of information sources to provide relevant answers to own questions 1.3. Sort through information and ideas to identify the central questions, issues and challenges 1.4. Challenge preconceptions and assumptions to determine actual constraints in defining a problem for resolution
2. Generate ideas and responses	2.1. Explore and use a range of creative thinking techniques to generate ideas and responses 2.2. Muse on, play around with and have fun with ideas in relation to a perceived objective 2.3. Identify and challenge blockers to creative thinking 2.4. Consider and explore realities beyond the current situation 2.5. Evaluate, and where appropriate, challenge existing boundaries to determine perceived or actual constraints 2.6. Show willingness to take risks with ideas and thought processes 2.7. Look around in familiar and unfamiliar places for new inspiration and habitually record observations, experiences, ideas and reflective thoughts to broaden personal knowledge base 2.8. Acknowledge and accept the opportunity for revelation when least expected 2.9. Identify connections and associations from things that seem unconnected
3. Challenge, test and re invent ideas	3.1. Identify, interrogate and challenge the assumptions behind ideas 3.2. Experiment with variations, and explore and challenge a range of different solutions and ideas 3.3. Consciously change perspectives, and evaluate ideas and situations in new ways 3.4. Where appropriate, involve others in ideas and how they might change or be improved
4. Enhance creative thinking skills	4.1. Consciously challenge and question own thought patterns and ways of responding to work and life situations 4.2. Identify and take opportunities to self-assess and to learn about new ideas and different ways of thinking 4.3. Take opportunities to practise and experiment with creative thinking techniques across work and life situations 4.4. Pro-actively talk to others about ways that new ideas and patterns of thinking can be encouraged and developed

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
creative thinking skills to participate effectively and actively in a range of creative thinking activities literacy skills to explore and analyse information dealing with potentially complex concepts from a wide range of sources problem-solving skills to tease out central themes and issues, and to respond with a range of ideas and solutions reflective learning and self-management skills to question and challenge own skills and practice, to identify and access learning opportunities, and to be prepared to learn new things in unfamiliar areas.
Required knowledge
common blockers to creative thinking, both from an individual and organisational perspective definitions, concepts and history of creativity at an overview level different creative thinking techniques and how they work, including daydreaming and mental wandering, wishful thinking, use of metaphors and analogies, trigger words, morphological analysis, brainstorming visualisation, mind mapping, lateral thinking games, Edward de Bono's six thinking hats, making associations and storytelling how creativity applies everywhere, not just in traditionally 'creative' contexts impacts of creative thinking on individuals, communities and businesses techniques for filtering to process diverse information ways of extending and developing individual creative thinking skills.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: active participation in a range of creative thinking activities, including ability to ask relevant questions and to generate a range of ideas in response to a given situation or issue understanding of creativity and creative thinking at a basic level, including its impact and importance for individuals, communities and businesses knowledge and application of different creative thinking techniques and processes to a range of situations.
Context of and specific resources for assessment	Assessment must ensure: interactions with challenges, situations and scenarios to which creative thinking may be applied (usually this would involve interactions with others to reflect the nature of the creative thinking process).
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate direct observation of the candidate participating in collaborative creative thinking activities evaluation of ideas generated by the candidate (with or without others) and of the processes used to generate and test those ideas evaluation of a presentation made by the candidate articulating the process of developing ideas or pieces of work, plus evaluation of candidate debating and discussing ideas with others evaluation of a (non-computerised) game developed by the candidate, played with others, challenged and re-invented oral or written questioning to assess knowledge of creative thinking techniques, concepts and definitions of creativity.
Guidance information for assessment	Creative thinking always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the creative thinking skills as described in this unit.

Range Statement

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.
Questions may include:	are there any boundaries I need to consider? are there new ideas we can bring to this situation? how could I solve this problem? is there a different way of doing this? what am I or others trying to do? what do I need to do to make this better? what extra information do I need? what is missing? what is required? who do I need to talk to about this? why is this so?
Different perspectives may be those of:	clients or customers family members friends funding bodies general public history organising committees regulatory authorities self specialists or experts supervisors or managers work colleagues
Creative thinking techniques may include:	brainstorming: stop and go sequencing buzz session bulletin board computer-aided daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: visual maps webbing concept fans lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads
Blockers to creative thinking may be:	cultural emotional environmental family ideas and perceptions about how we should behave, such as: play according to the rules don't ask questions don't be silly do as you're told be practical (taken from Lotherington 2003: Flicking Your Creative Switch) intellectual peer pressure perceptual risk aversion 'way it's done round here'
Existing boundaries may relate to:	available resources (human, financial, physical) established tradition or practice in a given field of activity communication protocols procedures and processes specifications unspoken agreements about who does what and how work conditions
Risks with ideas and thought processes might involve:	accepting the limitations of one's own knowledge or capacity challenging established authority challenging the continuation of current ways of doing things changing the rules exposing oneself or others to possible criticism facing personal fears and apprehensions letting go of control radically changing long established tradition, practice or norms taking financial risks taking self or others outside of a comfort zone
Familiar and unfamiliar places may include:	colleagues community groupings friends hardware stores information sources with little direct link to the question at hand journals junk stores libraries museums recycling yards shopping centres websites workshops

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCRT401A Articulate, present and debate ideas

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to articulate, present and debate ideas. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who need to present and debate ideas in a work or broader life context. While the unit shares some similarities with units such as BSBCMM401A Make a presentation or BSBRES401A Analyse and present research information, the focus is quite different. This unit focuses on the creative ways in which ideas can be presented to provoke response, reaction and critical debate. Risk taking, storytelling and participation in critical debate are key features of the unit. Ideas might be quite complex in nature and relate to new products, services, creative works or new ways of doing things.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Analyse ideas for communication to others	1.1. Distil key themes, messages and positions to aid in clarity of thought and presentation 1.2. Reflect on different ways of communicating ideas for different purposes and to different people 1.3. Identify the enabling skills and attributes of individuals who can effectively participate in discussions about ideas
2. Provoke response and reaction	2.1. Explore and use different techniques to engage, fascinate and involve others in the process of communication and exchange 2.2. Explore the ways that storytelling can be used to communicate ideas 2.3. Create innovative approaches to different communication challenges 2.4. Be prepared to take risks in the way ideas are presented 2.5. Identify specific ways to provoke and encourage response in particular individuals or groups
3. Debate and discuss ideas	3.1. Present and argue substantiated positions on ideas 3.2. Be open to critical analysis of own ideas and to the ideas of others 3.3. Identify and participate in conversations that challenge and explore different concepts and approaches, and generate new ideas 3.4. Respond to questions about ideas with confidence and relevant information 3.5. Reflect on and appraise the views of others, and use to refine ideas and to embrace new ideas

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to present ideas in ways that engage and provoke response, and to debate and discuss potentially complex concepts creative thinking skills to develop responses and new ideas in response to feedback learning and self-management skills to actively seek feedback and to learn from others literacy skills to develop and interpret information dealing with complex ideas.
Required knowledge
creative and different ways of expressing and communicating ideas, and of making an opportunity pitch different ways in which individuals receive and respond to ideas and information, and what influences their response nature and role of risk taking in the presentation and debate of ideas role of storytelling in communicating ideas and key storytelling techniques techniques to tailor comments to particular audiences.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: creative and articulate presentations that provoke interest and response active and confident participation in critical debate and discussion of ideas.
Context of and specific resources for assessment	Assessment must ensure: presentations to others about ideas discussion and debate with others about ideas.
Method of assessment	A range of assessment methods should be used t assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate direct observation of candidate participation in presentations and debates evaluation of candidate's skills in responding to new and different communication situations evaluation of candidate telling a story, making a pitch or presenting ideas to complete strangers in 'different' environments (e.g. in a restaurant, in the corridor, on a bus, in a lift).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Key themes, messages and positions may relate to:	essence of the idea influences on the idea relationship of idea to established tradition or practice relationship of idea to new and emerging technology problems and challenges with the idea reasons why the idea should be supported selling a creative team selling creative ideas selling self as a creative person way the idea was developed who had developed the idea and why
Different ways of communicating ideas may be:	aural group presentation/pitch in a forum in elevators one-on-one discussion on planes oral remote (e.g. video conferencing) visual
Individuals may be:	colleagues community members friends gallery owners interviewers (media) investors mentors panels peers students supervisors or managers
Different techniques to engage, fascinate and involve others may include:	blogging media releases multimedia presentations music photography storytelling viral marketing visual depictions
Innovative approaches to communication challenges may involve ability to:	get across all key messages in a short time present on unfamiliar topic respond to impromptu situations structure information quickly and effectively
Specific ways to provoke and encourage response may include:	use of engaging objects to explain idea
Risks may involve:	acknowledging own limits and difficulties asking for help breaking out of accepted norms divulging personal information or vulnerabilities failing and learning from it incorporating humour taking a fun approach with a potentially serious audience
Substantiated positions may be positions which are:	grounded in appropriate research result of rational and logical thought subjected to the analysis of others (e.g. peer review) supported by relevant information

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCRT402A Collaborate in a creative process

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to collaborate in a creative process. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who participate in a collaborative creative process in a work or broader life context. It is relevant to individuals who are involved in what is traditionally considered creative endeavour but is also very important in broader business and community activities where creative team effort is highly valued. The unit focuses on effective engagement in a collaborative process, underpinned by a commitment to trust and ethics as a key feature of collaborative creative effort.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Enter into a collaborative creative process	1.1. Adopt a personal philosophy of trustworthy and ethical behaviour 1.2. Maximise the possibilities of sustaining creative partnerships through trustworthy and ethical behaviour 1.3. Use professional discretion and judgement in dealing with others 1.4. Acknowledge and respect the different ways that different people may contribute to the creative process 1.5. Acknowledge and work within the legal framework that applies to creative content as part of individual commitment to an ethical approach 1.6. Respect collaborative efforts by relinquishing individual ownership of ideas
2. Engage in a collaborative creative process	2.1. Maintain a belief in personal ideas, combined with a willingness to move on as ideas are discarded and others evolve 2.2. Be prepared to let go of own vanity and ego to allow new ideas to emerge 2.3. Use language and adopt a demeanour that demonstrates respect and trust for others 2.4. Listen to, value, respect and trust the contributions of others as material to work with rather than positions to argue against 2.5. Challenge, test and share ideas in a supportive way as part of the creative process 2.6. Move on from initial positions and preconceptions to accept and embrace new and unpredictable ideas as they emerge during the creative process 2.7. Play a role that encourages the movement and shift of ideas within the group towards a well-conceived solution
3. Reflect on own role in the collaborative creative process	3.1. Reflect on own level of participation, relationships with others and personal behaviour in the collaborative process 3.2. Identify ways to do better next time and follow up on any issues that need to be resolved 3.3. Identify and seek opportunities to refine and expand own skills and knowledge, including learning from failing

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to nurture trust, to model open and supportive communication, and to articulate potentially complex ideas creative thinking skills to generate and explore ideas learning and self-management skills to reflect on and enhance own ability to contribute effectively to a collaborative creative process problem-solving skills to continually be evaluating and challenging ideas and moving them forward towards solutions.
Required knowledge
concept of shared intellectual property from collaborative creativity concepts of trust and ethical behaviour in the context of creative endeavour different roles people may play in a collaborative creative process and how this contributes to the overall effort how the creative process works in different situations (e.g. as an individual, as part of a group) how the potential for creativity can be maximised within a team legal framework that affects copyright, moral rights and intellectual property issues what stops creativity in a group environment.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: positive and full participation in a collaborative creative process that generates, expands and develops ideas into a well-conceived solution communication and creative-thinking skills that make a positive contribution to the collaborative effort knowledge and understanding of the ethical framework in which any type of creative endeavour operates.
Context of and specific resources for assessment	Assessment must ensure: involvement of a team of people in the collaborative creative process.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate direct observation of the candidate participating in collaborative creative activity interviews with others participating in the process to determine the nature and quality of the candidate's participation and interactions evaluation of candidate presentation (verbal or written) on the collaborative process, including challenges, benefits and key learning for the future oral or written questioning to assess knowledge of concepts of trust and ethical behaviour in the context of creative endeavour.
Guidance information for assessment	A collaborative creative effort always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the key aspects of collaboration and creativity detailed in this unit. Combined assessment with the following unit would also be appropriate: BSBCRT301A Develop and extend critical and creative thinking skills.

Range Statement

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.
Personal philosophy of trustworthy and ethical behaviour may relate to:	acknowledging discomfort or anger being prepared to fully participate communicating in an open way honesty honouring commitments sensitivity to social, cultural, personal situations and dynamics showing respect understanding of the consequences of actions
Professional discretion and judgement may relate to:	assessing when to keep quiet being aware of and responding to different personality types knowing when it is appropriate or inappropriate to share information knowing with whom information should be shared
Different ways that different people may contribute may relate to:	different approaches to expressing opinions or ideas inclinations to lead or follow influence with others interpersonal skills networks past experience technical skills and expertise
Belief in personal ideas may be demonstrated by:	backing ideas up with information and rationale being prepared to argue for own ideas confidence in own ability to create many ideas confidence to share ideas confident articulation of ideas spending time developing and refining own ideas
Language that demonstrates respect for others may involve:	acknowledging new ideas and effort avoiding negative words avoiding personal negatives like 'you cannot' or 'you should not' choosing words wisely listening making differentiations between ideas and people managing tone speaking at a level appropriate to the listener
Demeanour that demonstrates respect for others may relate to:	avoiding intellectual bullying encouraging others to express ideas facial expression keeping a positive mindset listening before speaking physical position refraining from blame or accusation other non-verbal behaviour understanding the balance between constructive comment and attention seeking
Movement and shift of ideas may involve:	building in 'what if' scenarios encouraging a stocktake before moving forward making connections between seemingly disparate ideas refining ideas that seem positive returning to earlier ideas returning to key objectives suggesting new processes turning ideas 'on their head' to resolve blockages

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Process

Co-requisite units

Co-requisite units

BSBCRT403A Explore the history and social impact of creativity

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to explore the history and social impact of creativity. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who develop and apply knowledge of the history of creativity at a broad rather than deep level. Understanding the concept of creativity, how creative people think and how creativity has been applied through history can provide individuals with inspiration and ideas to take into their own work and lives. More complex research on theories of creativity is found in BSBCRT601A Research and apply concepts and theories of creativity.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Investigate the history of creativity	1.1. Identify relevant sources of information on the history of creativity 1.2. Investigate and review different definitions of creativity and how these relate in an historical context 1.3. Assess the ways that individuals and collaborative groups have demonstrated creativity 1.4. Explore the relationship between creativity and different cultures and relate these to current contexts
2. Assess the impacts of creativity	2.1. Explore the impacts of creativity on the ways that people live and work 2.2. Explore the ways in which creativity has occurred in different fields of human endeavour 2.3. Determine and evaluate the factors that affect the presence or extent of creativity in a given situation
3. Evaluate the potential for enhancing creativity in own life	3.1. Extract key information and ideas from the history of creativity for possible relevance to own life and work 3.2. Discuss and explore ideas with others 3.3. Reflect on how creativity or creative thinking might be integrated into own life and work 3.4. Identify and access opportunities to build own creative thinking skills

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to discuss and explore ideas about creativity with others comprehension skills to interpret information dealing with potentially complex ideas.
Required knowledge
impact of creativity at different points in history, including contemporary perspectives potential links between the history of creativity and current individuals and communities sources of information on the history and social impact of creativity ways in which different factors impact on creativity and how it is demonstrated in various cultural contexts.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: knowledge and understanding of the history and social impact of creativity, including its contemporary relevance to individuals and communities.
Context of and specific resources for assessment	Assessment must ensure: access to sources of information on the history of creativity.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of candidate's exploration of creativity and its impact, demonstrated through oral or written presentation oral or written questioning to assess knowledge of creativity in an historical and contemporary context review of identification of opportunities to build own creative thinking skills.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Sources of information may include:	artistic works (visual, aural, oral) arts co-operatives clubs friends and family internet printed references and texts production teams
Impacts of creativity may include:	archaeological discoveries botanical/anthropological discoveries change in nature of communication between individuals and communities changed relationships between gender and generations changes in style conservative versus adventurous culture and social mindset improvement in living conditions new products and services reduced costs scientific discoveries sudden or gradual political change totally new ways of undertaking tasks
Different fields of human endeavour may be:	agriculture arts science subsistence - primitive societies technology
Factors that affect the presence or extent of creativity may include:	culture economic environmental family friends political right time and place social
Opportunities to build own creative thinking skills may include:	attendance at seminars participation in creative activities reviewing and adapting own communication skills using new approaches to work working in creative communities

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCRT501A Originate and develop concepts

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to originate and develop concepts for products, programs, processes or services to an operational level. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who originate and develop concepts of some complexity and progress that concept to the point where it can be implemented. Individuals may be employed by organisations, be sub contractors or consultants brought in by companies to work on specific projects, or be individuals or part of a team working independently. Concepts could be developed for any business or community activity or process such as marketing campaigns, staff development programs, information technology and communication systems. This unit is also highly relevant to practitioners in the creative industries who develop products such advertising campaigns, radio and television programs, entertainment events, films, exhibitions and digital media products. A person undertaking this role would operate with a high degree of autonomy and at a senior level if working within an organisation. However, the process of generating concepts and ideas is collaborative in nature. Skills associated with writing proposals to support concept development are covered in BSBWRT401A Write complex documents.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Evaluate and explore needs and opportunities	1.1. Research and evaluate existing information that informs new concept development 1.2. Where appropriate, identify and use gaps in current range of products, programs, processes or services as the catalyst for generating new ideas or concepts 1.3. Expand the potential of new ideas through exploration of opportunities beyond the obvious 1.4. Identify factors that could have an impact on ideas or concepts to be developed, including potential for commercialisation 1.5. Determine whether other players are filling identified gaps or investigating similar opportunities 1.6. Develop preliminary ideas on innovative and different ways to address needs and opportunities 1.7. In consultation with relevant stakeholders, agree on broad parameters for developing ideas and concepts to meet market requirements
2. Develop a range of creative approaches	2.1. Use a range of creative thinking techniques to generate innovative and creative concepts to address identified needs 2.2. Challenge, test and experiment with different concepts and ideas as part of a collaborative process 2.3. Evaluate concepts in terms of their suitability for the target audience or purpose, their feasibility and their commercial potential 2.4. Take account of social, ethical and environmental issues as concepts and ideas are generated and discussed 2.5. Identify resources required to achieve desired creative and innovative outcomes 2.6. Evaluate the effectiveness of different strategies for achieving desired outcomes 2.7. Select concepts or approaches that achieve required outcomes in an innovative and feasible way 2.8. Present proposed concepts or approaches in an appropriate format
3. Refine concepts	3.1. Ensure concept development process is open to ongoing refinement and testing 3.2. Seek input and feedback on concepts from relevant stakeholders 3.3. Seek specialist advice on creative and technical aspects of proposals as required 3.4. Compare concepts with best practice examples of similar products, programs, processes or services 3.5. Use a range of creative and practical criteria to determine the advantages and disadvantages of different concepts 3.6. Evaluate constraints on the realisation of concepts or ideas 3.7. Refine proposals based on analysis and feedback
4. Develop concepts to an operational level	4.1. Use refined concepts as the basis for developing detailed implementation specifications 4.2. Present specifications to relevant parties for approval, funding or endorsement 4.3. Reflect on methodology used to generate concepts and ideas and note ways of improving this in the future

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills to work collaboratively on ideas and to articulate the rationale for concepts in ways that promote constructive discussion with others creative thinking skills to generate a range of innovative concepts and ideas, to use lateral thinking and to take a visionary approach to developing concepts and ideas initiative and enterprise skills to pro-actively identify market requirements planning and organising skills to take account of practical issues for concept implementation self-management skills to meet deadlines.
Required knowledge
broad context in which concepts are being developed cultural, social and environmental issues and impacts to be considered in developing new concepts issues and requirements to commercialise the concept legal requirements that affect work in a given industry context practical and operational issues to be considered in a specific work or community context range of broad practical and operational issues that determine whether a concept can be implemented (in any context) techniques for generating creative ideas and solutions, and for translating these ideas into workable concepts.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of at least two concepts, substantiated and supported with sufficient information to allow for implementation to occur generation of concepts and ideas that provide innovative solutions to identified issues knowledge of legal requirements that affect work in a given industry context.
Context of and specific resources for assessment	Assessment must ensure: access to the full range of background information required to evaluate the operational factors that will affect the implementation of concepts interaction with others to reflect the collaborative nature of the concept development process.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of concepts generated by the candidate, of the processes used to generate and test the ideas and the material developed to support the concept debate and discussion with the candidate to assess knowledge of the operational context and the broader factors that impact on concept development evaluation of presentation or 'pitch' made by the candidate in relation to a particular concept oral or written questioning to assess knowledge of cultural, social and environmental issues and impacts to be considered in developing new concepts.
Guidance information for assessment

Range Statement

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.
Existing information that informs new concept development may include:	creative brief market research organisational vision personal vision and creative aspiration
Products, programs, processes or services may include:	art and craft works advertising campaigns business services and processes designs festivals films interactive digital media products live entertainment productions or events manufactured products marketing and promotional campaigns museum and gallery exhibitions photoimaging services radio or television programs
Exploration of opportunities beyond the obvious may involve:	challenging existing assumptions and preconceptions considering radical change to the way things are done exploring practice in a totally different industry context investigating the use of new media making connections between seemingly unrelated activities
Factors may include:	codes of practice content cost effectiveness features of interactive digital media products: delivery platform level of interactivity look and feel navigation Indigenous laws and protocols length of program or film level of skill and understanding required for implementation nature and size of target audience organisational charter and policies purpose: advertising or marketing commercial educational entertainment game information relevant legislation, such as: copyright and intellectual property privacy results of market research revenue raised by existing market share technical feasibility
Relevant stakeholders may include:	administrative staff clients/customers designers and other creative personnel directors external suppliers information technology personnel management program producers technical specialists writers
Creative thinking techniques may include:	brainstorming: bulletin board buzz session computer-aided sequencing stop and go Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis sub-culture surfing trigger words use of metaphors and analogies vision circles word salads visualisation
Resources may include:	computer hardware and software facilities printed material specialist equipment specialist staff training
Formats may include:	application forms to funding bodies or sponsors briefs for consultants concept maps electronic presentations to promote the concept in-house proposal forms
Creative and practical criteria may include:	cost-effectiveness evaluation against competing priorities fit with personal vision and aspirations fit with strategic directions of organisation fit with target market needs how innovative the concept is level of risk potential benefits technical feasibility time to realise the concept
Constraints may include:	availability of resources and equipment availability of skilled experts and personnel cost level of technical difficulty limited funding sources limited potential for commercialisation time
Implementation specifications may include:	briefs for work detailed specification of concept including purpose and content operational plan with responsibilities and time lines resources breakdown (financial, human and physical)

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCRT601A Research and apply concepts and theories of creativity

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake research into different concepts and theories of creativity, and to apply those to a particular field of endeavour. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who use sophisticated research and critical analysis skills in the exploration of creativity and its application to work and life practice. This research may be related specifically to fields of practice traditionally considered as 'creative', such as the arts, but may equally relate to much broader fields of human activity and endeavour. The scope of the research activity has both significant depth and breadth. A broader, more general approach to the ideas and history surrounding creativity is found in BSBCRT403A Explore the history and social impact of creativity.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Research concepts and theories of creativity	1.1. Use a range of research techniques to source information about creativity 1.2. Identify and explore potential new, emerging and alternative sources of ideas and thinking about creativity 1.3. Expand own knowledge and understanding of creativity through review and critical analysis of information 1.4. Analyse, compare and contrast a range of theoretical perspectives and thinking on creativity 1.5. Identify and explore the transmigration of creative thought to innovative output
2. Apply theories of creativity to practice	2.1. Evaluate the relevance and application of different theories and practices of creativity based on analysis of own work and life experience 2.2. Analyse the ways in which different aspects of history, theory and other influences are applied, adapted or challenged in practice 2.3. Assess the ways in which theories, thinking and practices about creativity may be applied that provide benefits to individuals, businesses and the community
3. Develop, articulate and debate own perspectives theories and practices of creativity	3.1. Take a critical approach to different theories and reflect on own ideas and responses 3.2. Develop own substantiated positions in response to research and analysis 3.3. Articulate own positions in a manner which demonstrates clarity of thought and conceptual understanding of different theories and thinking 3.4. Debate own positions on creativity showing belief in own ideas and a willingness to remain open to new perspectives

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
critical thinking skills to analyse complex information and to develop and substantiate own positions and responses to theories and thinking around creativity communication skills to articulate and debate complex concepts literacy and problem solving skills to research information dealing with complex concepts and theories of creativity self-management skills to develop and substantiate own views and ideas.
Required knowledge
different theories and concepts of creativity, including different historical perspectives and current and emerging thinking potential and actual benefits of creativity for individuals, businesses and communities relationship between theories of creativity and creativity in practice (in a particular work or broader social context).

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: conduct of at least one research project into past, current and emerging theories of creativity development of substantiated positions on creativity and its application in response to own analysis and research knowledge of different theories and thinking on creativity and its application in different social and work contexts.
Context of and specific resources for assessment	Assessment must ensure: use of current and emerging sources of information and thinking on creativity.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of research undertaken by the candidate into theories and application of creativity observation of the candidate participating in discourse and debate on theories of creativity and on the candidate's own positions and ideas.
Guidance information for assessment

Range Statement

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.
Research techniques may include:	analysis of consumer trends desk research finding style leaders informal discussions internet search interviews literature reviews observation of creative workers processes and behaviours personal experience tracking trendsetters
New, emerging and alternative sources of ideas and thinking may include:	component resourcing consumer trends current business theories emerging government policy emerging research fashion/design trends grazing hardware, electronics, junk, second hand goods etc. individuals in any fields of endeavour innovative organisations international trends new products and sub assembly components social trends
Critical analysis may involve:	adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing analogous situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories critical path process debate and discussion developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions ideational connecting of unrelated information judging leap of faith making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences obtuse connections openness questioning reading and listening critically reflecting
Range of theoretical perspectives and thinking may be:	economic environmental geographic heritage historical local, national, international political philosophical social/cultural style/design
Own work and life experience may include:	evaluation of contexts in which creativity has flourished observation of nature observation of the man-made environment observations of the ways people interrelate reflection on own creative thinking and endeavours reflection on own experience with any type of creative endeavour or creative thinking workplace experience
Benefits to individuals, businesses and the community may include:	adaptability better individual and business relationships capacity for innovation and invention curiosity environmentally sustainable practices greater social cohesion high degree of value adding improved productivity and profit nimbleness of thought psychological wellbeing of individuals and communities
Substantiated positions may be positions which are:	grounded in appropriate research result of rational and logical thought supported by relevant information subjected to the analysis of others (e.g. peer review)
Clarity of thought and conceptual understanding may be demonstrated by:	ability to exchange and debate ideas with others appropriate distillation of ideas to suit the required purpose audience understanding clear articulation of ideas

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Creative Thinking

Co-requisite units

Co-requisite units

BSBCUS201A Deliver a service to customers

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to deliver all aspects of customer service at an introductory level. It includes creating a relationship with customers, identifying their needs, delivering services or products and processing customer feedback. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who perform a range of routine tasks in the workplace using a limited range of practical skills and fundamental knowledge of customer service in a defined context under direct supervision or with limited individual responsibility.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Establish contact with customers	1.1. Acknowledge and greet customer in a professional, courteous and concise manner according to organisational requirements 1.2. Maintain personal dress and presentation in line with organisational requirements 1.3. Communicate using appropriate interpersonal skills to facilitate accurate and relevant exchange of information 1.4. Maintain sensitivity to customer specific needs and any cultural, family and individual differences 1.5. Establish rapport/relationship with customer and express a genuine interest in customer needs/requirements
2. Identify customer needs	2.1. Use appropriate questioning and active listening to determine customer needs 2.2. Assess customer needs for urgency to identify priorities for service delivery 2.3. Provide customer with information about available options for meeting customer needs and assist customer to identify preferred option/s 2.4. Identify personal limitations in addressing customer needs and seek assistance from designated persons where required
3. Deliver service to customers	3.1. Provide prompt customer service to meet identified needs according to organisational requirements 3.2. Provide information regarding problems and delays, and follow-up within appropriate timeframes as necessary 3.3. Communicate with customers in a clear, concise and courteous manner 3.4. Identify opportunities to enhance the quality of service and products, and take action to improve the service whenever possible
4. Process customer feedback	4.1. Promptly recognise customer feedback and handle sensitively according to organisational requirements 4.2. Accurately record any feedback and communication between customers and the organisation according to organisational standards, policies and procedures 4.3. Identify any unmet customer needs and discuss suitability of other products/services 4.4. Support customers to make contact with other services according to organisational policies and procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to convey meaning clearly, concisely and coherently culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to communicate with customers and to develop required product knowledge numeracy skills to interpret customer requirements and to meet customer needs problem-solving skills to deal with customer enquiries or complaints.
Required knowledge
key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies and procedures relating to customer service and the customer service process.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: demonstrating all stages of customer service interactions responding to customer feedback demonstrating a range of interpersonal skills knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of customer complaints and policies relating to customer service.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of presentations oral or written questioning to assess knowledge of customer service and communication techniques review of information provided to customers about problems and delays, and customer follow-up review of documentation recording feedback and communication between customers and the organisation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: sales units other customer service units.

Range Statement

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.
Customers may include:	contacts from other organisations external customers internal customers members of the public patients service users
Organisational requirements may include:	access and equity principles and practice anti-discrimination and related policy following OHS procedures for dealing with customers legal and organisational policies, guidelines and requirements quality and continuous improvement processes and standards quality assurance and/or procedures manual
Interpersonal skills may include:	listening actively to what the customer is communicating providing an opportunity for the customer to confirm their request questioning to clarify and confirm customer needs seeking feedback from the customer to confirm understanding of needs summarising and paraphrasing to check understanding of customer's message using appropriate body language
Designated persons may include:	manager, supervisor or team leader more experienced personnel with specific knowledge or information staff from other work areas with particular product or service knowledge
Opportunities may include:	advice about warranties, guarantees or support services packaging options pricing options procedures for delivery of goods or service provision of product knowledge systems for recording complaints
Customer feedback may be about:	damaged goods or delivery problems delays invoicing errors quality of customer service quality of service provision

Unit Sector(s)

Unit sector

Competency field

Competency field	Stakeholder Relations - Customer Service

Co-requisite units

Co-requisite units

BSBCUS301A Deliver and monitor a service to customers

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify customer needs and monitor service provided to customers. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of customer service to provide technical advice and support to customers over either a short or long term interaction.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify customer needs	1.1. Use appropriate interpersonal skills to accurately identify and clarify customer needs and expectations 1.2. Assess customer needs for urgency to determine priorities for service delivery in accordance with organisational requirements 1.3. Use effective communication to inform customers about available choices for meeting their needs and assist in the selection of preferred options 1.4. Identify limitations in addressing customer needs and seek appropriate assistance from designated individuals
2. Deliver a service to customers	2.1. Provide prompt service to customers to meet identified needs in accordance with organisational requirements 2.2. Establish and maintain appropriate rapport with customers to ensure completion of quality service delivery 2.3. Sensitively and courteously handle customer complaints in accordance with organisational requirements 2.4. Provide assistance or respond to customers with specific needs in accordance with organisational requirements 2.5. Identify and use available opportunities to promote and enhance services and products to customers
3. Monitor and report on service delivery	3.1. Regularly review customer satisfaction with service delivery using verifiable evidence in accordance with organisational requirements 3.2. Identify opportunities to enhance the quality of service and products, and pursue within organisational requirements 3.3. Monitor procedural aspects of service delivery for effectiveness and suitability to customer requirements 3.4. Regularly seek customer feedback and use to improve the provision of products and services 3.5. Incorporate evidence of customer satisfaction in decisions to modify products or services, ensuring they are within organisational requirements 3.6. Ensure reports are clear, detailed and contain recommendations focused on critical aspects of service delivery

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read and understand a variety of texts; to prepare general information and papers according to target audience; and to edit and proofread texts to ensure clarity of meaning and accuracy of grammar and punctuation technology skills to select and use technology appropriate to a task communication skills to monitor and advise on customer service strategies problem-solving skills to deal with customer enquiries or complaints analytical skills to identify trends and positions of products and services.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws financial legislation occupational health and safety (OHS) organisational policy and procedures for customer service including handling customer complaints service standards and best practice models public relations and product promotion techniques for dealing with customers, including customers with specific needs.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: identifying needs and priorities of customers distinguishing between different levels of customer satisfaction treating customers with courtesy and respect responding to and reporting on, customer feedback knowledge of organisational policy and procedures for customer service.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of customer complaints examples of documents relating to customer service standards and policies.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of reports on customer service delivery analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of customer service strategies.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: sales units other customer service units.

Range Statement

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.
Appropriate interpersonal skills may include:	listening actively to what the customer is communicating providing an opportunity for the customer to confirm their request questioning to clarify and confirm customer needs seeking feedback from the customer to confirm understanding of needs summarising and paraphrasing to check understanding of customer message using appropriate body language
Customers may include:	corporate customers individual members of the organisation individual members of the public internal or external other agencies
Customer needs and expectations may include:	accuracy of information advice or general information complaints fairness/politeness further information making an appointment prices/value purchasing organisation's products and services returning organisation's products and services specific information
Organisational requirements may include:	access and equity principles and practice anti-discrimination and related policy defined resource parameters goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs payment and delivery options pricing and discount policies quality and continuous improvement processes and standards quality assurance and/or procedures manuals replacement and refund policy and procedures who is responsible for products or services
Effective communication may include:	giving customers full attention maintaining eye contact, except where eye contact may be culturally inappropriate speaking clearly and concisely using active listening techniques using appropriate language and tone of voice using clear written information/communication using non-verbal communication e.g. body language, personal presentation (for face-to-face interactions) using open and/or closed questions
Designated individuals may include:	colleagues customers line management supervisor
Customer complaints may include:	administrative errors such as incorrect invoices or prices customer satisfaction with service quality damaged goods or goods not delivered delivery errors product not delivered on time service errors warehouse or store room errors such as incorrect product delivered
Specific needs of customers may relate to:	age beliefs/values culture disability gender language religious/spiritual observances
Opportunities to promote and enhance services and products may include:	extending time lines packaging procedures procedures for delivery of goods returns policy system for recording complaints updating customer service charter
Verifiable evidence may include:	customer satisfaction questionnaires audit documentation and reports quality assurance data returned goods lapsed customers service calls complaints

Unit Sector(s)

Unit sector

Competency field

Competency field	Stakeholder Relations - Customer Service

Co-requisite units

Co-requisite units

BSBDES201A Follow a design process

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to follow a design process at a basic level. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to any individual who follows a design process to respond to specific issues or challenges, including product and service requirements arising from particular business or community needs. The unit acknowledges the need to encourage the development of skills, which are sometimes called 'design thinking' or 'design consciousness'. In essence, the unit is about purposeful problem solving - defining the challenge, coming up with ideas, working with others to develop ideas, reflecting on progress, presenting an idea so it can be implemented and, of course, evaluating whether an idea has met the original challenge. Designers use the processes described in this unit but at a much more sophisticated and complex level. This unit is not about being a designer.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Clarify the challenge	1.1. Confirm the nature and scope of the challenge with stakeholders 1.2. Agree on specific objectives with stakeholders 1.3. Identify any constraints that may impact on the design process 1.4. Identify and source relevant supporting information and assistance
2. Explore different ideas and solutions	2.1. Generate a range of ideas to respond to the challenge 2.2. Explore different options and ideas for meeting objectives 2.3. Involve others in the process of developing ideas and solutions
3. Select and present a solution	3.1. Reflect on different ideas and feedback, and select a preferred solution 3.2. Summarise the key ideas in the solution and present to stakeholders in appropriate format 3.3. Obtain any required approvals to take the solution to the next stage
4. Implement the solution	4.1. Schedule key tasks and organise resources to support implementation 4.2. Carry out testing, prototyping or trialling of the proposed solution 4.3. Maintain any required documentation 4.4. Identify problems and seek advice and guidance from others
5. Evaluate the solution	5.1. Check the success of the solution based on original objectives 5.2. Seek feedback from appropriate stakeholders 5.3. Review both the solution and the process undertaken to develop the solution as part of an ongoing learning process

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to liaise with others, to share ideas, and to present information and ideas clearly and concisely creative thinking skills to generate ideas in response to a defined problem or need in a familiar context literacy skills to analyse and interpret information dealing with concepts and ideas from own area of work problem-solving skills to identify problems and to work with others to develop solutions self-management skills to take responsibility for own work as part of an overall collaborative process.
Required knowledge
context for the challenge, including any specific factors that impact on work creative thinking techniques that can be used to generate ideas in any context key features and steps in the design process as a way of thinking and solving problems legal framework that impacts on activities in a particular context potential sources of information for new ideas, relevant to the specific context.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: active participation in a project which uses the design process to develop solutions to a given challenge effective communication skills to be a member of a collaborative team knowledge of the design process, and how it can be used in developing solutions to different issues and challenges.
Context of and specific resources for assessment	Assessment must ensure: access to materials, tools and equipment required to implement solutions in the given work context interaction with others to reflect the collaborative nature of the design process.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate direct observation of the candidate participating in collaborative processes evaluation of documentation maintained by the candidate to support different ideas evaluation of a presentation made by the candidate outlining proposed solutions and processes used to develop those solutions oral or written questioning to assess knowledge of parameters and context for work in a given industry context.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other technical or specialist units from particular areas of work.

Range Statement

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.
Nature and scope of the challenge could be very varied, and may relate to new or improved:	applications of materials or equipment processes products or services systems uses of technology
Stakeholders may include:	client end users friends and family supervisor or manager work colleagues (working in the same or different areas)
Constraints may relate to:	availability of materials, equipment or tools boundaries about what can and cannot be changed legal restrictions time and budget
Relevant supporting information and assistance may include:	drawings, specifications or other technical data ideas from colleagues industry associations or organisations personal experience policy and procedures manuals print or electronic media (including internet) reference manuals technical experts
Different options and ideas may be generated by:	brainstorming: stop and go sequencing buzz session bulletin board computer-aided daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: visual maps webbing concept fans lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads
Appropriate format may be:	checklists digital presentation drawings/sketches models plans verbal presentation
Resources to support implementation may include:	equipment financial resources human resources information technology support materials tools
Testing, prototyping or trialling may involve:	creating a physical model or sample testing the solution against different scenarios using a small group to test the solution
Documentation may include:	diary showing progress of work progress reports records of communication (e.g. emails) working drawings
Advice and guidance may involve:	facilitating access to networks or contacts facilitating access to resources providing technical expertise

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES202A Evaluate the nature of design in a specific industry context

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to evaluate the nature and role of design in a particular industry context. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Design occurs in all industries and increasingly, quality design is considered a key factor in building organisational and industry capacity and competitiveness. This unit applies to individuals working in any context, who need to develop a basic appreciation and knowledge of the way that design works in a particular industry, and of its potential impacts on industry and individual work practice.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Source information on design in a given industry context	1.1. Investigate the nature, history, role and importance of design in the industry 1.2. Evaluate the roles played by designers and other contributors in the design process 1.3. Source information on the impacts of technology on design in the industry
2. Examine links between design and own work	2.1. Investigate impacts of design on own work 2.2. Consider role of individual workers across the industry in affecting future design directions
3. Keep up to date with industry design trends	3.1. Identify and access opportunities to maintain currency of knowledge about industry design trends 3.2. Evaluate how design trends affect the overall industry and the way it operates 3.3. Share information and pro-actively discuss emerging trends with work colleagues 3.4. Identify trends that will impact on own work and seek opportunities to develop appropriate skills

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to discuss design in a particular industry context with others research and literacy skills to source and interpret a wide range of information sources on design in a particular industry context self-management and learning skills to take responsibility for identifying and accessing professional development opportunities.
Required knowledge
consumer/end-user expectations current and emerging technologies and their effects on design in the industry current and past designers of influence in the industry current trends in use of design in a given industry context different definitions of design, and the differences and similarities between design and product development major design trends in the industry role of design in a given industry context.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: sourcing and interpreting a range of information sources on design and applying concepts to own work situation knowledge of design in a specific industry context, and its impact on individual work practice.
Context of and specific resources for assessment	Assessment must ensure: access to sources of information on design in a specific industry context.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of the nature, history, role and importance of design in a specific industry context.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Nature, history, role and importance of design may relate to:	changing nature of consumer expectations design and the role it plays in overall industry development, both locally and overseas design as competitive edge for individual organisations historical development of design in the industry important design influences in the industry links between design and legislation (e.g. specific requirements such as emission controls for vehicles, safety features of buildings, solar protection for clothing)
Other contributors may be those involved in:	marketing operations product development production
Impacts of technology may include:	changes in work structures changing staff demographics different relationships with other industries (e.g. information technology) different staff requirements location changes to accommodate different technologies
Impacts of design on own work may include potential changes to:	cost structures and resulting work practices equipment materials own roles and responsibilities procedures skill requirements
Role of individual workers may relate to:	adapting processes for greater efficiency developing design ideas based on operational knowledge and experience pro-actively making suggestions about new ways of doing things providing feedback on design concepts
Opportunities to maintain currency of knowledge may include:	attendance at seminars or other professional development opportunities conferences exhibitions and trade shows formal training industry associations or organisations industry social functions master classes media (including internet) reference manuals unions or employer bodies

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES301A Explore the use of colour

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to explore the use of colour and to apply colour theory. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to any individual whose work involves the effective use of colour, and who needs to understand the basics about the way colours work. Artists, designers, photographers, lighting technicians, digital media specialists and visual merchandisers are just a few examples of people who need these skills.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Source information on colour and colour theory	1.1. Identify and access sources of information on colour and colour theory 1.2. Evaluate and collate information to build a knowledge of colour and its application in different contexts
2. Experiment with colour	2.1. Test different colours and colour combinations through experimentation 2.2. Use own ideas as a way of testing, challenging or confirming colour theory 2.3. Ensure safe use of materials, tools and equipment during experimentation with colour
3. Communicate concepts and ideas through use of colour	3.1. Investigate how colour might be used to communicate a particular idea or concept 3.2. Select materials, tools and equipment relevant to the idea or concept 3.3. Apply colour in a way that communicates the concept or idea based on own knowledge of colour and colour theory 3.4. Review and reflect on own use of colour and what it communicates 3.5. Seek and obtain feedback from others about the way colour has been used and its success in communicating the concept or idea 3.6. Present and store work any samples in a way which takes account of the need for professional presentation and potential relevance for future work

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read and interpret information about colour and colour theory numeracy skills to calculate quantities and proportions of different colours visual literacy skills to make judgements about the way that different colours work together and in conjunction with other elements.
Required knowledge
colour attributes and colour relationships different colour theories and their applications to different contexts emotional, cultural and situational aspects of colour individual interpretation and choice in relation to the use of colour, and the potential limitations of theory materials, tools and equipment required to experiment with colour in relevant contexts ways in which other practitioners use colour in their work.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: effective use of colour to communicate a concept or idea knowledge of colour theory, the effects of colour and its potential use in different contexts.
Context of and specific resources for assessment	Assessment must ensure: access to materials, resources and equipment needed to apply colour in the relevant work context.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of colour samples produced by the candidate to communicate a concept or idea oral or written questioning to assess knowledge of colour theory and use of colour by different practitioners.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Sources of information on colour and colour theory may include:	anecdotal sources, personal observation art and design work books and magazines characteristics of materials, for example paints, pigments scientific texts web-based resources
Experimentation may involve playing with:	application of light, for example in a theatrical context colour attributes in hue, chroma, value colour grading colour models (emotional, physical and psychological effects of colour) colour scales colour schemes effective colour relationships, for example harmonies and discords
Materials, tools and equipment may include:	air brushes brushes cardboard digital equipment fabrics/textiles/plastics glue gouache, watercolour, acrylic hand tools light sources/equipment lighting gels measuring tools pastels, colour pencils, crayons range of papers receptacles rulers software sponges spray gun
Idea or concept to be communicated may relate to a huge range of activities such as:	advertising and promotion artistic works exhibitions or events fashion designs interactive digital media products interior designs jewellery design lighting designs object or product design sign making theatrical props, sets or scenic art
Samples may be:	colour wheels colour swatches constructed digital output drawn, painted, printed photographs sample boards transitory, for example natural and artificial lighting effects

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES302A Explore and apply the creative design process to 2D forms

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who apply the creative design process to the development of 2-dimensional forms. The unit underpins many other specialised design units.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Source information on 2-dimensional design	1.1. Identify and access relevant sources of information on 2-dimensional design 1.2. Evaluate and collate information to build a knowledge of 2-dimensional design
2. Explore the creative design process for 2-dimensional forms	2.1. Use creative thinking techniques to generate a range of ideas and options 2.2. Use experimentation to explore and challenge a range of different ideas 2.3. Challenge assumptions, reflect on ideas and refine approaches 2.4. Consciously change perspective, and evaluate ideas and situations in new ways
3. Communicate concepts or ideas through application of design processes to 2-dimensional forms	3.1. Investigate and reflect on how a particular concept or idea might be communicated in a 2-dimensional form 3.2. Select materials, tools and equipment relevant to the realisation of the concept or idea 3.3. Apply a creative design process to produce a range of 2-dimensional concept realisations 3.4. Reflect on own application of design process and success in communicating the concept or idea 3.5. Seek and obtain feedback from others about the 2-dimensional form and its success in communicating the concept or idea 3.6. Present and store concept realisations or samples in a format which takes account of the need for professional presentation and potential value for future work

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to explain ideas and to have discussions about design concepts with others literacy skills to read and interpret information about 2-dimensional design visual literacy skills to make judgements about the application of the design process to 2-dimensional forms.
Required knowledge
copyright, moral rights, intellectual property issues and legislation, and their impact on aspects of design creative thinking techniques that can be used as part of the design process elements and principles of design as applied to 2-dimensional forms materials, tools and equipment required for the design of 2-dimensional forms in the relevant work context notion of individual interpretation and choice within the design process particular challenges and issues in the design of 2-dimensional forms.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: production of a range of samples or concept realisations which show the creative application of processes to 2-dimensional forms knowledge of the design process as it applies to 2-dimensional work.
Context of and specific resources for assessment	Assessment must ensure: access to the materials resources and equipment needed to apply design processes to 2-dimensional forms.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of samples or concept realisations produced by the candidate and interrogation of the creative process used oral or written questioning to assess knowledge of 2-dimensional design.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Sources of information may include:	anecdotal sources, personal observation art and design work books and magazines natural and manufactured forms, objects and/or structures optics, including single and multiple vanishing points scientific texts web-based resources
Creative thinking techniques may include:	brainstorming: bulletin board buzz session computer-aided sequencing stop and go daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads
Experimentation may involve consideration of:	contrast direction exploring tonal range to produce illusion of 3-dimensionality harmony linear perspective mark making modelling volume through marks and tone pattern positive and negative shape proportion rhythm shape size texture tone
Concept or idea to be communicated may relate to a range of activities such as:	advertising and promotion artistic works exhibitions or events fashion designs interactive digital media products interior designs sign making
Materials, tools and equipment may include:	cardboard air brushes cutting blades digital equipment found materials glue inks and washes markers measuring tools pencils pens and nibs range of brushes range of papers receptacles relevant and current software rulers scissors spatulas sponges spray guns
Concept realisations or samples may be:	digital output drawn, painted, printed, collaged photographs

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES303A Explore and apply the creative design process to 3D forms

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who apply the creative design process to the development of 3-dimensional forms. The unit underpins many other specialised design units.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Source information on 3-dimensional design	1.1. Identify and access relevant sources of information on 3-dimensional design 1.2. Evaluate and collate information to build a knowledge of 3-dimensional design
2. Explore the creative design process for 3-dimensional forms	2.1. Use creative thinking techniques to generate a range of ideas and options 2.2. Use experimentation to explore and challenge a range of different ideas 2.3. Challenge assumptions, reflect on ideas and refine approaches 2.4. Consciously change perspective, and evaluate ideas and situations in new ways
3. Communicate concepts or ideas through application of design processes to 3-dimensional forms	3.1. Investigate and reflect on how a particular concept or idea might be communicated in a 3-dimensional form 3.2. Select materials, tools and equipment relevant to the realisation of the concept or idea 3.3. Apply a creative design process to produce a range of 3-dimensional concept realisations 3.4. Reflect on own application of design process and success in communicating the concept or idea 3.5. Seek and obtain feedback from others about the 3-dimensional form and its success in communicating the concept or idea 3.6. Present and store concept realisations or samples in a format which takes account of the need for professional presentation and potential value for future work

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to explain ideas and to have discussions about design concepts with others literacy skills sufficient to read and interpret information about 3-dimensional design visual literacy skills to make judgements about the application of the design process to 3-dimensional forms.
Required knowledge
copyright, moral rights, intellectual property issues and legislation, and their impact on aspects of design creative thinking techniques that can be used as part of the design process elements and principles of design as applied to 3-dimensional forms materials, tools and equipment required for the design of 3-dimensional forms in the relevant work context notion of individual interpretation and choice within the design process particular challenges and issues in the design of 3-dimensional forms relationships between form and space.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: production of a range of samples or concept realisations which show the creative application of the processes to 3-dimensional forms knowledge of the design process as it applies to 3-dimensional work.
Context of and specific resources for assessment	Assessment must ensure: access to the materials resources and equipment needed to apply design processes to 3-dimensional forms.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of samples or concept realisations produced by the candidate and interrogation of the creative process used oral or written questioning to assess knowledge of 3-dimensional design.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Sources of information may include:	anecdotal sources, personal observation art and design work books and magazines natural and manufactured forms, objects and/or structures optics, including single and multiple vanishing points scientific texts web-based resources
Creative thinking techniques may include:	brainstorming: bulletin board buzz session computer-aided sequencing stop and go daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads
Experimentation may involve consideration of:	bending binding cutting folding mass moulding and modelling pasting and taping positive and negative forms proportion relationships of form to form and form to space rhythm shape size stitching stretching symmetry, asymmetry, balance tone twisting
Concept or idea to be communicated may relate to a range of activities such as:	advertising and promotion artistic works exhibitions or events fashion designs interactive digital media products interior designs sign making
Materials, tools and equipment may include:	brushes buckets and containers clamps clays and other plastic compounds (plasticene, plaster) cutting tools (scissors, knives blades) drill fibres, tape, string foamcore, polystyrene found materials glue hammer measuring tools nails, screws, wire papers, cardboard and paper pulp pliers recycled materials relevant and current hardware and software saw shaping tools (surform blades, planers, modelling and carving tools) wood, metal, fabric, plastic
Concept realisations or samples may be:	digital output fabricated and constructed works models prototypes

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES401A Generate design solutions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to generate design solutions in response to a particular design need. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who generate concepts and solutions in response to a design challenge in any industry context. The starting point may be an open or closed brief; a spontaneous idea; modification of an existing product, service, process or system; or a point in an ongoing design process. This unit builds on BSBDES201A Follow a design process, and places greater focus on research, concept generation and collaboration with others as key aspects of the design process.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Define the design challenge	1.1. Determine and evaluate user/client needs 1.2. Clarify specifications, parameters and constraints of the design challenge in consultation with relevant stakeholders 1.3. Articulate the essence of the design challenge in an appropriate format
2. Undertake research to inform the design solution	2.1. Source, evaluate and acknowledge information that may assist in responding to the design challenge 2.2. Consider historical, current and future perspectives and trends that might inform design solutions 2.3. Consider relevant social, economic, environmental, ethical and cultural issues that may impact on design solutions 2.4. Analyse, distil and collate information to inform the development of the design solution
3. Communicate and collaborate with others	3.1. Establish and develop working relationships with key stakeholders 3.2. Seek and integrate input and ideas from others during the design process 3.3. Inform key stakeholders about progress of the design and related implications 3.4. Negotiate and agree on any changed requirements or modifications
4. Generate ideas and responses to the design challenge	4.1. Reflect on and integrate ideas generated from research and consultation 4.2. Use a range of creative thinking techniques to generate different options and ideas 4.3. Apply relevant principles of functionality, ergonomics, aesthetics and sustainability to the development of different options
5. Select a design solution	5.1. Develop and use a range of criteria against which to evaluate different options and ideas 5.2. Select a preferred solution against agreed criteria and in consultation with relevant key stakeholders 5.3. Adjust and refine proposed design solution based on research, testing and reflection 5.4. Present proposed design solution with appropriate supporting documentation according to project requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to liaise, consult and negotiate with others on potentially complex issues creative, critical thinking and problem-solving skills to generate a range of ideas and solutions to a particular design challenge research skills to interpret and develop a wide range of visual and written information sources planning and organisational skills to collate information, and to coordinate liaison and consultation with others during the design process.
Required knowledge
copyright, moral rights and intellectual property issues and legislation that impact on design in the relevant context elements and principles of design and their application in the relevant design context features of the wider industry, economic, social and historical context in which design solutions are being generated other designs and the work of other design practitioners in the relevant context sources of information that support the development of technical and other knowledge technical knowledge of the area for which design solutions are being generated - in terms of materials, tools, equipment, techniques and industry processes and procedures.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of a design solution through research, reflection and the generation and refinement of ideas effective collaboration with others in the design process knowledge of design trends and technologies in the relevant industry context.
Context of and specific resources for assessment	Assessment must ensure: interaction with others to reflect the collaborative nature of the design process access to sources of information on design in the relevant industry context.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of a design solution generated by the candidate against an original brief, set of criteria or guiding objectives evaluation of the process used to reach a design solution in terms of research and ideas generation/refinement oral or written questioning to assess knowledge of technical and context issues that impact on design in a given industry context.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. Combined assessment with the following unit is appropriate: BSBCRT301A Develop and extend critical and creative thinking skills.

Range Statement

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.
User/client needs may be:	expressed in a brief: diagrammatic verbal visual written expressed in other documentation such as research papers or workplace plans informally articulated in need of further research
Specifications, parameters and constraints may relate to:	audience budgeting and financing cost of production medium purpose technical issues timeframes
Appropriate format may include:	drawings or sketches - manual or computer aided design and drafting (CADD) electronic presentation verbal presentation written notes with rationale or description
Information may include:	codes of practice contractual obligations historical data industry standards legal requirements specialist information technological trends and developments
Historical, current and future perspectives and trends may relate to:	industry context materials social or ethical issues sustainability technologies
Social, economic, ethical and cultural issues may include:	availability of materials, tools or equipment budgetary issues community impact cost of production customer relationships government policies sponsorship opportunities triple bottom line (people, planet, profit) workforce relationships
Environmental issues may include:	conservation of resources energy efficiency environmental consciousness/green design recycling use of renewable resources waste/by products/emissions
Key stakeholders may include:	client employer end user peers supervisor technical experts work colleagues
Creative thinking techniques may include:	brainstorming: bulletin board buzz session computer-aided sequencing stop and go daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads
Functionality, ergonomics, aesthetics and sustainability may be related to:	end use and users production processes
Criteria against which to evaluate different options and ideas may relate to:	access to resources - physical, human or financial aesthetic appeal consistency with original brief desired level of originality and innovation ease of manufacture or further development environmental sustainability ethical issues health and safety requirements impact upon client and community industry standards and practice legal issues level of risk personal affinity with medium and materials technological considerations
Supporting documentation may include:	drawings or plans illustrations material samples models photographs specifications for production

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES402A Interpret and respond to a design brief

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to interpret and creatively respond to a design brief through the production of work. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in any industry or design context where work is prescribed by a commissioning agent/client in the form of a brief. The unit is holistic in nature and focuses on the integration of the creative, communication and planning processes that support effective response to a design brief. In practice, this unit supports and is supported by other units describing the specialist skills and knowledge required by specific design disciplines. Work is carried out independently, although guidance would be available if required. Skills involving the more complex process of negotiating and refining a design brief, or managing the production process are found in BSBDES502A Establish, negotiate and refine a design brief and BSBDES601A Manage design realisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Interpret design brief	1.1. Correctly interpret the specifications of the design brief 1.2. Establish and clarify user or client for the proposed product/service to inform design decisions 1.3. Identify and clarify specifications, parameters or constraints of the design brief in consultation with relevant colleagues 1.4. Source and evaluate information pertinent to design brief
2. Explore and develop design concept	2.1. Generate ideas for design concept through research, exploration and experimentation 2.2. Develop initial design concept consistent with design brief parameters 2.3. Evaluate and explore options for refining the concept to best meet design brief parameters 2.4. Refine options and select the approach which best meets design brief requirements
3. Liaise with client	3.1. Agree on communication process and frequency of communication with the client 3.2. Present concepts for work at appropriate stages during design process as required 3.3. Present and explore different options and creative ideas with client when appropriate 3.4. Pro-actively seek and act on client feedback 3.5. Reach agreement on concept for work which complies with design brief
4. Plan production of work	4.1. Assess specific design production risks 4.2. Identify all components required to produce a prototype 4.3. Assess technical requirements for production against specified guidelines 4.4. Identify and consult with support services required for production 4.5. Produce a prototype and evaluate against design brief requirements 4.6. Analyse prototype and determine any further adjustments to production requirements 4.7. Finalise production specifications supported by accurate and complete documentation
5. Complete production of work	5.1. Collect and/or organise required components for the work 5.2. Produce or monitor the production of work ensuring all parameters of design brief are met 5.3. Accurately document work progress in a format appropriate to the nature of the design and requirements of design brief 5.4. Seek client approval for work where appropriate

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to liaise with clients and colleagues on design concepts, and to effectively present potentially complex ideas creative thinking skills to generate and explore a range of possible responses to design brief requirements critical thinking and problem-solving skills to work out different ways of meeting different design and production challenges Research, literacy and analytical skills to interpret a brief and to source and evaluate information pertinent to the brief planning and organisational skills to integrate and coordinate creative, communication and planning issues into the work process self-management skills to take pro-active responsibility for all the elements involved in responding to a design brief.
Required knowledge
copyright, moral rights and intellectual property issues and legislation relevant to the ways design concepts are developed and presented different ways of presenting, communicating and documenting design concepts (as relevant to the context of work) format of design brief typically used in the relevant industry or design context principles and key features of project management relevant to a design project specific project management factors that apply to a design project terminology typically used in a range of design briefs.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: effective response to the requirements of at least two design briefs, including interpretation, concept development, communication and production planning knowledge of copyright, moral rights and intellectual property issues and legislation relevant to the ways design concepts are developed and presented.
Context of and specific resources for assessment	Assessment must ensure: access to the materials resources and equipment needed to interpret design brief, source information pertinent to design brief and to respond to design brief within its parameters interaction with others to reflect the communication and collaboration aspects of this unit.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of design documentation and completed work undertaken by the candidate oral or written questioning to assess knowledge of typical parameters and constraints for work in a given context, including practical production issues evaluation of presentation made by the candidate to present concepts and to articulate the creative and other processes that lead to the development of final design concept.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Specifications may refer to:	budget location materials media quantity scope of work site size target group timeframes
Design brief may be:	written diagrammatic visual verbal
Parameters or constraints may refer to:	budgeting and financing arrangements cost of production legislative and regulatory requirements outlets number of items purpose of item timeframes
Information pertinent to design brief may be about:	current trends in the application of materials, techniques, tools and equipment design standards health and safety industry standards legal, contractual, ethical and copyright considerations material characteristics and capabilities new technology and innovation stylistic considerations
Concepts for work would usually be in written format and may include:	computer generated text or diagrams, for example MS Word PowerPoint presentation diagrams drawings photographs or digital images text video
Agreement on the concept may involve:	development of an artist statement discussion with client discussion with other specialists (e.g. technical or production) formal contract for the work negotiation
Support services may involve:	agencies digital services engineers fabricators, for example for models, props, sets hire studios and/or equipment other specialists, for example make-up, stylists production facilities work assistants
Documentation may include:	charts/diagrams CD data sheets with notes drawings/sketches illustrations material samples photographs or digital images slides specifications for fabricators storyboard and text video or DVD written rational or description

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES403A Develop and extend design skills and practice

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and extend skills as a practising designer. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to any individual who works as a designer in any industry context. Designers may work independently or be employed by an organisation. Designers must continually refine, develop and evaluate their own conceptual and technical skills. Research, experimentation and collaboration are key factors in this process.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Acquire and develop technical skills	1.1. Plan strategies to ensure the development of appropriate technical skills in design practice 1.2. Plan and use opportunities to develop and assess technical skills 1.3. Identify and use practice, feedback, discussion and evaluation opportunities to continuously improve technical skills 1.4. Develop and extend technical skills through testing capabilities of materials, tools and equipment 1.5. Identify and use relevant media to stimulate technical and professional development
2. Develop conceptual skills and ideas	2.1. Engage in ongoing experimentation and exploration of different ideas and techniques 2.2. Discuss ideas with others and apply knowledge gained to inform own work 2.3. Use work practice to gain experience in a range of genres and interpretations 2.4. Study the work of others to stimulate conceptual and technical skills development 2.5. Research and share ideas across a range of design disciplines 2.6. Identify and use a range of opportunities to develop own skills and keep informed about current design practice
3. Develop own voice	3.1. Explore and experiment with new ideas in making and/or interpreting design work 3.2. Explore and use technology, where appropriate, to develop own voice and expand practice 3.3. Demonstrate own voice through design project realisation
4. Evaluate own work	4.1. Seek and apply constructive criticism from others to improve own work 4.2. Evaluate own work against planned strategy for own practice 4.3. Evaluate own work in the context of work by others in order to extend own practice 4.4. Adjust work processes and practice as necessary to improve technical, conceptual and commercial outcomes
5. Research work opportunities	5.1. Correctly identify sources of information relating to work opportunities for designers 5.2. Identify networks and promotional opportunities for designers which may be helpful in developing career opportunities 5.3. Incorporate research results and information into own work and career planning

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to discuss potentially complex ideas and concepts with others and to engage in critical discourse about own work creative thinking skills to explore and generate new ideas for design work comprehension skills to interpret and communicate a wide range of potentially complex information about design concepts and technologies problem-solving skills to explore and develop strategies and solutions to new design challenges and opportunities self-management skills to take pro-active responsibility for own professional development.
Required knowledge
current and emerging copyright, moral rights and intellectual property issues and legislation, and their impact on designers current and emerging designers in the relevant design discipline current and emerging trends and technologies in the relevant design discipline, and the opportunities and challenges they represent professional development information and resources available to designers sources of information relating to work opportunities and career planning.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of own voice through exploring and experimenting with new ideas in making and/or interpreting work application of planned strategies to develop appropriate skills in design practice use of discussion and evaluation opportunities to inform and develop technical and conceptual skills.
Context of and specific resources for assessment	Assessment must ensure: access to the materials, resources and equipment used in the development of technical and conceptual skills in the relevant design context.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of candidate diary or log detailing the ways in which different experiences and opportunities have been used to develop and extend skills evaluation of bodies of work that demonstrate the progressive development of skills evaluation of a presentation by the candidate addressing the ways in which a pro-active approach to skills development has been taken.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Range Statement

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.
Strategies for developing self as a designer may include:	being involved in a range of relevant design activities communicating with peers experimenting participating in professional development and other learning opportunities participating in relevant groups or associations practising undertaking training courses working effectively with supervisor working with a mentor or coach
Technical skills may include skills in:	animation digital/electronic design entertainment design fashion/clothing/accessories design furnishings furniture design graphic design illustration/technical drawing interior design jewellery design object design photoimaging tableware design other design disciplines
Testing capabilities refers to:	experimenting with innovative applications extending the possibilities of materials, tools and equipment towards their full potential
Relevant media may include:	catalogues journals magazines
Opportunities to develop own skills may include participation in and/or attendance at, some of the following:	competitions exhibitions floor talks at galleries laboratories lectures, seminars, conferences, symposiums manufacturing sites master classes professional organisations trade fairs, expositions
Developing own voice includes:	analysing and researching the work of others relevant to selected area of specialisation analysing conventions, practices and customs in design practice developing repertoire and knowledge exploring elements and principles of design
Sources of information may include:	design journals employer listings exhibition catalogues and programs job advertisements websites word of mouth
Networks may include:	alumni organisations colleagues and teachers consumer organisations professional associations
Promotional opportunities may include:	applications to funding bodies competitions demonstrations exhibitions performances trade fairs

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES501A Implement design solutions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to take a design concept or solution to the implementation stage. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who implement concepts and solutions in response to a design challenge in any industry context. It takes BSBDES401A Generate design solutions, to the next stage focusing on the resourcing and testing of a design concept. The outcome of work could be a completed product, object, system or service, but is more likely to be a complete or partial prototype or model for the design. The focus of the unit is on a general knowledge of design techniques and processes, and practical application to a specific design context.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Organise resources for realising the design solution	1.1. Confirm the nature and scope of the proposed design solution 1.2. Research resources required for developing the design concept to implementation stage 1.3. Investigate different factors that impact on the selection and use of resources 1.4. Select and prepare resources based on research and other legislative or organisational requirements
2. Test the design solution	2.1. Experiment with a range of different techniques and processes to test the design solution 2.2. Evaluate, challenge and refine testing processes 2.3. Gain input and feedback from key stakeholders during the testing process 2.4. Accurately document outcomes of testing 2.5. Select final design solution based on outcomes of testing and input from others
3. Develop the prototype or model	3.1. Create prototype or model based on agreed approaches 3.2. Where appropriate, select and organise materials, tools and equipment according to chosen design solution 3.3. Expose model or prototype to quality checks and ongoing analysis, enhancement and refinement 3.4. Compare completed prototype or model against identified needs and other considerations and make adjustments as required
4. Present the prototype or model	4.1. Identify key stakeholders to whom design should be presented 4.2. Select appropriate format for presentation based on nature of the audience and design 4.3. Present prototype or model in a way that optimises clarity, conciseness and appeal

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to consult with others on testing and refinement of the design solution creative thinking skills to develop and adapt responses to experimentation and testing processes literacy skills to interpret and develop a wide range of visual and written information sources planning and organisational skills to organise resources and to coordinate a testing process, including liaison and consultation with others during the design process problem-solving skills to respond to unpredictable issues and challenges that arise during the testing process.
Required knowledge
copyright, moral rights and intellectual property issues and legislation that impact on design in the relevant context elements and principles of design and their application in the relevant design context features of the wider industry, economic, social and historical context for the design solution other designs and the work of other design practitioners in the relevant context sources of information that support the development of technical and other knowledge technical knowledge of the area for which design solutions are being implemented - in terms of relevant resources, materials, tools, equipment, techniques and industry processes and procedures.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: critical analysis, testing and development of a model, prototype or aspect of a design solution to meet an identified need knowledge of design trends and technologies in the relevant industry context.
Context of and specific resources for assessment	Assessment must ensure: interaction with others to reflect the collaborative nature of the design process access to resources required to test a design solution in a given industry context (e.g. finance, materials, tools, equipment, expertise).
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of a design solution implemented by the candidate against an original brief, set of criteria or guiding objectives evaluation of the processes used to test and refine the solution oral or written questioning to assess knowledge of technical and context issues that impact on design in a given industry context.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. Combined assessment with the following unit is appropriate: BSBDES401A Generate design solutions.

Range Statement

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.
Resources will depend on the nature of the design, but may be:	financial: budget allocation grants in kind contributions sponsorship human expertise: creative financial management technical physical: hardware or software materials tools workspaces
Implementation stage could be the point at which:	marketing can commence production can commence production is confirmed staff can be employed
Factors that impact on the selection and use of resources may relate to:	environmental considerations industry context social or ethical issues sustainability technologies
Legislative or organisational requirements may relate to:	commonwealth or state/territory legislation licensing requirements local regulations and standards policies or procedures
Techniques and processes to test the design solution will depend on the nature of the design, and may include:	colour tests mock ups models practice pieces samples scenario testing stress tests
Key stakeholders may include:	client employer end user peers supervisor technical experts work colleagues
Identified needs and other considerations may relate to:	access to and availability of resources aesthetic considerations budgetary constraints ease of manufacture opportunities for innovation specifications of a brief wider industry trends
Appropriate format may include:	drawings or sketches - manual or computer aided design and drafting (CADD) electronic presentation verbal presentation written notes with rationale or description

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDES601A Manage design realisation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage the process of taking a design from concept to final realisation or production. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in any industry context or design discipline who take responsibility for turning design concept into reality - a product or service of value to the end user. This person could be an individual designer-maker or a designer working as part of a larger design/production team. The unit has a strong focus on planning, implementation and monitoring skills, combined with a sound knowledge of design and production issues and challenges in a given context. In practice this unit supports and is supported by other units describing the specialist skills and knowledge required by specific design disciplines.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan realisation of the design	1.1. Collect, analyse and maintain relevant information on the design 1.2. Discuss and agree on standards of work and monitoring requirements with appropriate stakeholders 1.3. Develop clear plan and schedule for design realisation, including key roles and responsibilities linked to time lines and budget
2. Implement and monitor realisation of the design	2.1. Organise and/or allocate resources to achieve the realisation of design within required standards, timeframes and budget 2.2. Liaise with others involved in design realisation to ensure obligations and quality standards are met within time, budget and technical resources 2.3. Maintain accurate, relevant and complete documentation in accordance with agreed standards 2.4. Monitor process to ensure integrity of design is maintained at all times, including through the process of challenging and interrogating own design work 2.5. Promptly identify difficulties or problems that arise in relation to realisation of the design and take action to rectify the situation
3. Liaise and negotiate with stakeholders	3.1. Establish and maintain appropriate communication channels with relevant stakeholders 3.2. Pro-actively seek and provide information to facilitate effective design realisation 3.3. Adhere to agreed terms and conditions or negotiate appropriate changes in light of changed circumstances 3.4. Negotiate and agree on revisions with relevant parties in a professional manner, to enhance quality of outcome
4. Complete design process	4.1. Finalise design outcomes in accordance with terms and conditions 4.2. Seek feedback from key stakeholders on finished design and make final adjustments as agreed 4.3. Evaluate completed design in relation to own work and overall process, to inform future practice

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and negotiation skills to lead and participate in effective client/principal, stakeholder and project team liaison during design realisation creative thinking skills to generate new or adapted ideas in response to realisation challenges literacy skills to research and evaluate a wide range of source materials on design and to complete relevant design documentation numeracy skills to manage budgets planning and organisational skills to coordinate and lead potentially complex processes involving a range of interrelated factors and challenges problem-solving and decision making skills to develop and implement solutions to unpredictable problems.
Required knowledge
copyright, moral rights, intellectual property issues and legislation that impact on design work in the relevant industry context at a managerial level occupational health and safety requirements relevant to the particular work context/design discipline production/realisation processes as they apply to designs in a particular industry context or design discipline including materials, tools, equipment and processes quality assurance for design concept realisation applicable to the specific industry context/design discipline.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: planning and implementation of design realisation so that finished product or service meets the requirements of design brief effective communication and negotiation skills in relation to working with others for design realisation knowledge of the design process in the specific industry context/design discipline.
Context of and specific resources for assessment	Assessment must ensure: access to resources, tools, materials and equipment for realisation of a design in specific context access to a design concept that the candidate can take to realisation stage interaction with and involvement of others to reflect the collaborative nature of the unit and the communication and negotiation skills required.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of finished products or services where the candidate has managed the realisation process evaluation of progress reports or completion reports prepared by the candidate evaluation of candidate reports on the realisation process highlighting different management techniques used, challenges in the process and how these were addressed.
Guidance information for assessment	The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: any specialised design unit.

Range Statement

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.
Relevant information on the design may include:	artwork brief checklists financial data models production data prototypes specifications technical data visual diagrams working drawings
Standards of work and monitoring requirements may relate to:	budget targets creative issues legal issues reporting requirements technical quality timeframes
Appropriate stakeholders may include:	client community others on whom the design will impact, for example technical or production personnel others working on the design realisation process supervisor/manager
Resources may include:	financial human physical
Documentation to be maintained may include:	digital records and presentations financial reports models photographs progress reports prototypes records of work working drawings
Difficulties or problems may relate to:	budgetary overruns conceptual issues legal issues scheduling problems technical quality
Communication channels may include:	electronic updates inspections project meetings telephone discussions

Unit Sector(s)

Unit sector

Competency field

Competency field	Design - Design Process

Co-requisite units

Co-requisite units

BSBDIV301A Work effectively with diversity

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who work in a variety of contexts, where they will be expected to interact with a diverse client and/or co worker population.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Recognise individual differences and respond appropriately	1.1. Recognise and respect individual differences in colleagues, clients and customers 1.2. Respond to differences sensitively 1.3. Ensure behaviour is consistent with legislative requirements and enterprise guidelines 1.4. Accommodate diversity using appropriate verbal and non-verbal communication
2. Work effectively with individual differences	2.1. Recognise and document knowledge, skills and experience of others in relation to team objectives 2.2. Encourage colleagues to utilise and share their specific qualities, skills or backgrounds with other team members and clients in order to enhance work outcomes 2.3. Ensure relations with customers and clients demonstrate that diversity is valued by the business

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities problem-solving and initiative skills to recognise and address own responses to difference.
Required knowledge
key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety major groups in the community and work environment, as defined by cultural, religious and other traditions and practices reasonable adjustments that facilitate participation by people with a disability value of diversity to the economy and society in terms of workforce development, Australia's place in the global economy, innovation and social justice.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: adjusting language and behaviour as required by interactions with diversity awareness of diversity issues knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of diversity issues in the workplace examples of documents relating to diversity policies and procedures.
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: analysis of responses to case studies and scenarios direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of sourcing support about workplace diversity review of documentation outlining the knowledge, skills and experience of others in relation to team objectives.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: workplace effectiveness units.

Range Statement

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.
Individual differences may include:	ability age belief systems/values culture expertise/experience/working styles gender interests interpersonal style language mental ability past experiences physical characteristics politics race religion sexual orientation thinking and learning styles
Colleagues may include:	internal customers junior staff managers and supervisors peers stakeholders
Legislative requirements may include:	disability discrimination legislation human rights and equal opportunity legislation racial and sex discrimination legislation
Enterprise guidelines may include:	codes of conduct or ethics diversity policies human resources policies and procedures

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Diversity

Co-requisite units

Co-requisite units

BSBEBU401A Review and maintain a website

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake data analysis, review website content and update and maintain a website. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who have knowledge of the relationship between web-sites and the core functions of an organisation. They also have working knowledge and skills of performing basic updates to web site content. They may provide administrative support within an organisation or be other individuals who have been delegated this responsibility.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Review website content and use	1.1. Monitor and analyse customer and user feedback in accordance with organisational timelines 1.2. Analyse automatically collected website data and identify trends 1.3. Make recommendations on changes to the website and its content in response to feedback and data analysis and approve changes scheduled for implementation 1.4. Review cost implications of the recommended changes to determine their viability
2. Update website	2.1. Replace superseded and inaccurate information with current information and add additional material in accordance with organisational requirements 2.2. Follow protocols for ensuring the accuracy and authenticity of information 2.3. Remove services no longer available or required and add new ones in accordance with organisational requirements 2.4. Check off-line information against that posted on the website and rectify discrepancies in accordance with organisational timelines 2.5. Follow security procedures for updating the website
3. Carry out non technical site maintenance	3.1. Analyse user feedback to confirm that faults have resulted from the site and are not user problems 3.2. Rectify faults and make improvements to the site in response to user feedback approved by the organisation 3.3. Add new web pages and/or active links and remove redundant pages and links in accordance with organisational requirements 3.4. Make site changes in response to changes in marketing strategy in accordance with organisational requirements and consideration of cost benefits

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to interpret policies and procedures, provide recommendations to others and to draft text in a logical sequence and structure appropriate for an online format numeracy skills for basic statistical analysis of website usage data communication skills for consultation with users and customers.
Required knowledge
identification and overview knowledge of key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws Occupational Health and Safety basic principles of website design and maintenance online security issues.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: website and its content continues to meet the requirements of the business after maintenance changes identification and resolution of faults, errors and/or complaints with website.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and networked computers documentation relating to analysis and strategies/policies for implementation.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques in a workplace or simulated environment.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: marketing units other information and communications technology units.

Range Statement

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.
Feedback and data analysis may include:	feedback in relation to content, ease of navigations and appropriateness/usefulness of content statistical data in relation to usage, including; hits page views visits
Offline information may include:	information available in other forms, such as; brochures databases knowledge management systems news letters records systems
Security procedures may include:	access protocols password protected areas

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - E Business

Co-requisite units

Co-requisite units

BSBFIA301A Maintain financial records

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to maintain financial records for a business. It includes maintaining daily financial records such as reconciling debtors' and creditors' systems, preparing and maintaining a general ledger, and preparing a trial balance. It also includes activities associated with monitoring cash control for accounting purposes. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of financial records to provide technical advice and support to a team.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Maintain daily financial records	1.1. Correctly maintain daily financial records and in accordance with organisational requirements for accounting purposes 1.2. Identify and rectify or refer discrepancies or errors in documentation or transactions to designated persons in accordance with organisational requirements 1.3. Accurately credit and debit transactions and promptly enter into journals in accordance with organisational requirements
2. Maintain general ledger	2.1. Maintain general ledger in accordance with organisational requirements 2.2. Post transactions into general ledger in accordance with organisational reporting requirements 2.3. Reconcile systems for accounts payable and receivable with general ledger 2.4. Accurately prepare trial balance from general ledger in accordance with organisational requirements
3. Monitor cash control	3.1. Ensure cash flow is accurately accounted for in accordance with organisational requirements 3.2. Make and receive payments in accordance with organisational requirements 3.3. Collect or follow-up outstanding accounts within designated time lines 3.4. Check payment documentation for accuracy of information and despatch to creditors within designated time line

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to identify financial information; to read and understand the organisation's accounting procedures; and to edit and proofread documents to ensure conformity and consistency of information communication skills to clarify information and to refer errors or discrepancies to appropriate people numeracy skills to read and interpret financial data and to prepare cash analysis sheets problem-solving skills to reconcile figures.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws financial legislation occupational health and safety (OHS) organisational policies and procedures relating to maintaining financial records definition of credits/creditors and debits/debtors principles of double entry bookkeeping and accrual accounting methods of presenting financial data.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: identifying and responding to discrepancies and errors transferring and recording financial data accurately reconciling expenditures and revenue knowledge of organisational policies and procedures relating to maintaining financial records.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of source documents relating to financial record keeping.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of identification and rectification or referral of discrepancies or errors in documentation or transactions analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of financial record keeping examples of financial documentation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units other financial administration units.

Range Statement

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.
Organisational requirements may include:	designated time lines guidelines for reconciling journals legal and organisational policies, guidelines and requirements OHS policies, procedures and programs procedures for totalling adjusted journals quality assurance and/or procedures manuals resolution procedures security procedures
Discrepancies may relate to:	bank charges dishonoured cheques errors in transposing between source documents and journals interest
Documentation may include:	purchase credit notes purchase invoices sales credit notes sales invoices
Designated persons may include:	bank line management organisation's authorisations department statutory body supervisor
Journals may include:	cash payments cash receipts purchases and purchase returns sales and sales returns
Transactions may include:	commencing business entries correction of posting errors interest expense interest receivable non-cash transactions (e.g. writing-off depreciation, stock losses) purchase of a fixed asset on credit sale of a fixed asset on credit withdrawal of stock/assets by owner write-off a bad debt
Reconciling systems for accounts payable and receivable may include:	checking accuracy of creditor account balances (e.g. cash payments journal, purchases journal, purchases returns journal, general journal) checking accuracy of debtor account balances (e.g. cash receipts journal, sales return journal, general journal) checking cash payments and receipt journals against bank statement checking the total of the creditor's schedule equals the balance of the creditor's control account checking the total of the debtor's schedule equals the balance of the debtor's control account
Payments may include:	cash cheque credit card direct debit
Designated time lines may include:	by month end monthly within agreed period within organisational deadline

Unit Sector(s)

Unit sector

Competency field

Competency field	Finance - Financial Administration

Co-requisite units

Co-requisite units

BSBFIA401A Prepare financial reports

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to record general journal adjustment entries and to prepare end of period financial reports. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of work environments who are responsible for preparing financial reports. They may work as individuals providing administrative support within an enterprise, or they might have responsibility for these tasks in relation to their own workgroup or role.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Maintain asset register	1.1. Prepare a register of property, plant and equipment from fixed asset transactions in accordance with organisational policy and procedures 1.2. Determine method of calculating depreciation in accordance with organisational requirements 1.3. Maintain asset register and associated depreciation schedule in accordance with organisational policy, procedures and accounting requirements
2. Record general journal entries for balance day adjustments	2.1. Record depreciation of non-current assets and disposal of fixed assets in accordance with organisational policy, procedures and accounting requirements 2.2. Adjust expense accounts and revenue accounts for prepayments and accruals 2.3. Record bad and doubtful debts in accordance with organisational policy, procedures and accounting requirements 2.4. Adjust ledger accounts for inventories, if required, and transfer to final accounts
3. Prepare final general ledger accounts	3.1. Enter general journal entries for balance day adjustments in general ledger system in accordance with organisational policy, procedures and accounting requirements 3.2. Post revenue and expense account balances to final general ledger accounts system 3.3. Prepare final general ledger accounts to reflect gross and net profits for reporting period
4. Prepare end of period financial reports	4.1. Prepare revenue statement in accordance with organisational requirements to reflect operating profit for reporting period 4.2. Prepare balance sheet to reflect financial position of business at end of reporting period 4.3. Identify and correct, or refer errors for resolution in accordance with organisational policy and procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify reporting requirements and obtain required data literacy skills to: identify financial information follow the Australian Accounting and Auditing Standards follow the organisation's accounting procedures numeracy skills to calculate percentages, addition and subtraction.
Required knowledge
double-entry bookkeeping principles general journal and general ledger entries key provisions of relevant legislation and regulations from all forms of government, standards and codes that may affect aspects of business operations, such as: Australian Taxation Office regulations accounting and auditing standards Goods and Services Tax (GST) regulations anti-discrimination legislation ethical principles codes of practice finance legislation privacy laws occupational health and safety organisational accounting systems organisational policies, procedures and accounting requirements.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: preparing financial reports applying the Australian Accounting and Auditing Standards applying double-entry principles.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources, such as: calculator computer equipment and relevant software Australian Accounting and Auditing Standards access to samples of financial data access to workplace reference materials such procedural manuals and company policy.
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: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment oral or written questioning to assess knowledge ofaccounting procedures and techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other financial administration units.

Range Statement

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.
Calculating depreciation may include:	reducing balance method straight-line method
Expense accounts may include:	distribution expenses electricity freight inward and outward insurance interest paid rates rent paid telephone and fax wages and salaries
Revenue accounts may include:	commission received interest received rent received
Prepayments and accruals may include:	accrued expenses accrued revenue prepaid expenses prepaid revenue
Bad and doubtful debts may include:	calculating provision for doubtful debts writing off bad debts against provision for doubtful debts
Inventories may include:	goods for resale stationery and other office supplies
Final accounts may include:	profit and loss trading
Revenue statement comprises:	cost of goods sold if applicable gross profit operating net profit unclassified adjusted expenses and revenue
Reporting period may include:	as determined in organisational procedures financial year
Balance sheet comprises:	narrative or T format unclassified assets and liabilities

Unit Sector(s)

Unit sector

Competency field

Competency field	Finance - Financial Administration

Co-requisite units

Co-requisite units

BSBFIA402A Report on financial activity

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to report financial activity for business both in response to client requests and to meet statutory requirements such as the completion of statutory requirement reports. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of financial activities who contribute financial skills and knowledge to address reporting requirements of clients and legal authorities. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Compile financial information and data	1.1. Collect, evaluate and code current financial data to ensure consistency, quality and accuracy in accordance with organisational requirements 1.2. Use conversion and consolidation procedures to compile analysis in accordance with organisational requirements 1.3. Make, record and disclose asset and liability valuations in accordance with organisational requirements 1.4. Ensure that discrepancies, unusual features or queries are identified, resolved or referred to the appropriate authority
2. Prepare statutory requirement reports	2.1. Correctly record income and expenditure to ensure compliance with statutory requirements 2.2. Calculate liabilities for tax in accordance with current legislation and revenue gathering practices 2.3. Correctly identify relevant receipts, revenue documentation and payments 2.4. Ensure that statements and claims take full advantage of available benefits and allowances in accordance with statutory requirements 2.5. Submit statutory requirement reports to appropriate authorities within stated deadlines
3. Provide financial business recommendations	3.1. Ensure that recommendations are logically derived and supported by evidence in report 3.2. Provide recommendations to propose constructive actions to enhance the effectiveness and efficacy of functions and services 3.3. Ensure recommendations are concise and facilitate direction and control of organisation's operations 3.4. Identify and prioritise significant issues in statements including comparative financial performances for review and decision making 3.5. Ensure structure and format of reports are clear and conform to organisational and statutory requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to identify financial information and the organisation's accounting procedures, and to create financial reports problem-solving skills to deal with a defined range of predictable problems decision making skills to make routine decisions numeracy skills to calculate data and to reconcile figures.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws financial legislation occupational health and safety (OHS) principles of double entry bookkeeping and accrual accounting techniques for forecasting and analysis Federal government taxes and charges options, methods and practices for deductions, benefits and depreciations.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: organising financial data to highlight relevant features presenting financial data in comprehensive format completing Business Activity Statements knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of financial data, reports and documents.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of income and expenditure records analysis of responses to case studies and scenarios demonstration of techniques review of tax liabilities calculations oral or written questioning to assess knowledge of principles of double entry bookkeeping and accrual accounting assessment of recommendations provided proposing constructive actions to enhance the effectiveness and efficacy of functions and services.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units other financial administration units.

Range Statement

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.
Financial data may include:	Australian Bureau of Statistics (ABS) economic data budget variances budgets and forecasts cash flow/profit reports financial markets monitoring services (e.g. Reuters) financial/operational statements and reports (e.g. expenditures and receipts, profit and loss statements) market valuations
Organisational requirements may include:	financial analysis assessments financial management manuals legal and organisational policies, guidelines and requirements OHS policies, procedures and programs price and exchange parameters quality assurance and/or procedures manuals recording and filing systems reporting requirements standard financial analysis techniques
Conversion and consolidation procedures may include:	moving averages spreadsheets standardised variables trend analysis unit costs
Discrepancies may include:	absence of auditable trail expenditure report mismatches inappropriate authorisations incorrect payments incorrect report formats unreconciled cash flows and operating statements variances from budget and phasings
Statutory requirements may include:	delegated authorities internal control procedures reporting periods taxation payment timings
Revenue gathering practices may include:	billing schedules fees and charges investments leasing lending and financing sales
Revenue documentation may include:	bills cash received debit notes declarations invoices sales proceeds
Available benefits and allowances may include:	depreciation donations interest payments sales tax deductions
Stated deadlines may include:	annual reports lodgement dates monthly returns payment schedules
Recommendations may include:	cash flow consolidation expenses loss profit write-offs
Evidence may include:	budgetary analysis forecasts and estimates order and supplier documentation returns on investments taxation and statutory returns
Significant issues may include:	cost structures internal controls losses and returns profitability statutory obligations suppliers
Format of reports may include:	balance sheets cash flow statements electronic forms financial year reports operating statements spreadsheets statutory forms

Unit Sector(s)

Unit sector

Competency field

Competency field	Finance - Financial Administration

Co-requisite units

Co-requisite units

BSBFIM501A Manage budgets and financial plans

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake financial management within a work team in an organisation. This includes planning and implementing financial management approaches, supporting team members whose role involves aspects of financial operations, monitoring and controlling finances, and reviewing and evaluating effectiveness of financial management processes in line with the financial objectives of the work team and the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit addresses the requirement for managers to ensure that financial resources are used effectively. This is done by ensuring access to budget/s and ongoing monitoring expenditure against the budget/s. The unit applies to managers working in small and large business environments and not for profit organisations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan financial management approaches	1.1. Access budget/financial plans for the work team 1.2. Clarify budget/financial plans with relevant personnel within the organisation to ensure that documented outcomes are achievable, accurate and comprehensible 1.3. Negotiate any changes required to be made to budget/financial plans with relevant personnel within the organisation 1.4. Prepare contingency plans in the event that initial plans need to be varied
2. Implement financial management approaches	2.1. Disseminate relevant details of the agreed budget/financial plans to team members 2.2. Provide support to ensure that team members can competently perform required roles associated with the management of finances 2.3. Determine and access resources and systems to manage financial management processes within the work team
3. Monitor and control finances	3.1. Implement processes to monitor actual expenditure and to control costs across the work team 3.2. Monitor expenditure and costs on an agreed cyclical basis to identify cost variations and expenditure overruns 3.3. Implement, monitor and modify contingency plans as required to maintain financial objectives 3.4. Report on budget and expenditure in accordance with organisational protocols
4. Review and evaluate financial management processes	4.1. Collect and collate for analysis, data and information on the effectiveness of financial management processes within the work team 4.2. Analyse data and information on the effectiveness of financial management processes within the work team and identify, document and recommend any improvements to existing processes 4.3. Implement and monitor agreed improvements in line with financial objectives of the work team and the organisation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
numeracy skills to read and understand a budget and to update a budget technology skills to use software associated with financial record keeping.
Required knowledge
basic accounting principles organisational requirements related to financial management relevant legislation and current requirements of the Australian Taxation Office, including GST requirements for organisational record keeping and auditing principles and techniques involved in: budgeting cash flows electronic spreadsheets GST ledgers and financial statements profit and loss statements.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: financial skills required to work with and interpret budgets, ageing summaries, cash flow, petty cash, GST, and profit and loss statements knowledge of the record keeping requirements for the ATO and for auditing purposes.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: assessment of written reports indicating broad knowledge of managing budgets and managing financial resources in the organisation demonstration of techniques using financial record keeping software direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of requirements for organisational record keeping and auditing review of contingency plans review of identification of cost variations and expenditure overruns evaluation of documentation reportingon budget and expenditure review of documentation identifying and recommending improvements to financial management processes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

Range Statement

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.
Budget/financial plans may include:	cash flow projections long-term budgets/plans operational plans short-term budgets/plans spreadsheet-based financial projections targets or key performance indicators for production, productivity, wastage, sales, income and expenditure
Relevant personnel may include:	financial managers, accountants or financial controllers supervisors, other frontline managers
Contingency plans may include:	contracting out or outsourcing human resources and other functions or tasks diversification of outcomes finding cheaper or lower quality raw materials and consumables increasing sales or production recycling and re-using rental, hire purchase or alternative means of procurement of required materials, equipment and stock restructuring of organisation to reduce labour costs risk identification, assessment and management processes seeking further funding strategies for reducing costs, wastage, stock or consumables succession planning
Support may include:	access to specialist advice documentation of procedures help desk or identified experts within the organisation information briefings or sessions intranet-based information training including mentoring, coaching and shadowing
Required roles may include:	arranging for use of corporate credit cards banking debt collection ensuring security, accuracy and currency of financial operations invoicing clients, customers and consumers maintaining journals, ledgers and other record keeping systems maintaining petty cash system purchasing and procurement wages and salaries payments and record keeping
Resources and systems may include:	hardware and software human, physical or financial resources record keeping systems (electronic and paper-based) specialist advice or support
Processes to monitor actual expenditure and to control costs across the work team include:	reporting of: assets consumables equipment expenditure income stock wastage
Reporting may include data from:	bank statements credit card statements financial reports invoices and receipts ledgers and journals logs petty cash records spreadsheet-based records
Data and information on the effectiveness of financial management processes may include records (paper-based and electronic) related to:	bank account records cash flow data contracts credit card receipts employee timesheets files of paid purchase and service invoices income and expenditure insurance reports invoices job costings petty cash receipts quotations taxation records wages/salaries books

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBFIM601A Manage finances

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake budgeting, financial forecasting and reporting requirements, and to allocate and manage resources to achieve the required outputs for the business unit. It includes contributing to financial bids and estimates, allocating funds, managing budgets and reporting on financial activity. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to people who have managerial responsibilities which include overseeing the management of financial and other resources across a business unit, a series of business units or teams, or an organisation. It covers all areas of broad financial management. In a larger organisation this work would be supported by specialists in financial management.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan for financial management	1.1. Review and analyse previous financial data to establish areas which have generated a profit or loss 1.2. Undertake research to review reasons for previous profit and loss 1.3. Review business plan to establish critical dates and initiatives that will require or generate resources in next financial cycle 1.4. Analyse cash flow trends 1.5. Review statutory requirements for compliance and liabilities for tax 1.6. Review existing software and its suitability for financial management
2. Establish budgets and allocate funds	2.1. Use previous financial data to determine allocations for resources 2.2. Make informed estimates of new items for inclusion in budget 2.3. Prepare budgets in accordance with organisational requirements and statutory requirements
3. Implement budgets	3.1. Circulate budgets and ensure managers and supervisors are clear about budgets, reporting requirements and financial delegations 3.2. Manage risks by checking there are no opportunities for misappropriation of funds and that systems are in place to properly record all financial transactions 3.3. Review profit and loss statements, cash flows and ageing summaries 3.4. Revise budgets, as required, to deal with contingencies 3.5. Maintain audit trails to ensure accurate tracking and to identify discrepancies between agreed and actual allocations 3.6. Ensure compliance with due diligence
4. Report on finances	4.1. Ensure structure and format of reports are clear and conform to organisational and statutory requirements 4.2. Identify and prioritise significant issues in statements, including comparative financial performances for review and decision making 4.3. Prepare recommendations to ensure financial viability of the organisation 4.4. Evaluate the effectiveness of financial management processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to explain budgets and reporting requirements, and to deal with questions mathematical skills to read and interpret budgets technology skills to work with financial software.
Required knowledge
financial probity principles of accounting and financial systems relevant Australian, international and local legislation and conventions, such as: bilateral or regional trade agreements International Commercial Terms (INCOTERMS) Trade Practices Act Warsaw Convention World Trade Organization determinations requirements of the Australian Tax Office, including Goods and Services Tax, Company Tax, PAYG.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: preparation of budgets which align with the business plan, use previous financial data and meet all compliance requirements analysis of the effectiveness of existing financial management approaches knowledge of the requirements of the Australian Tax Office.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: assessment of written reports on financial systems and financial management direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of budgets prepared oral or written questioning to assess knowledge of legislative requirements or the tax system evaluation of documentation reviewing profit and loss statements, cash flows and ageing summaries analysis of maintenance of audit trails review of recommendations prepared to ensure the financial viability of the organisation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the BSB60407 Advanced Diploma of Management.

Range Statement

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.
Financial data may include:	budgets, forecasts and variations cash flow/profit reports financial/operational statements and reports (e.g. expenditures and receipts, profit and loss statements) market valuations
Organisational requirements may include:	financial analysis assessments financial management manuals legal and organisational policies, guidelines and requirements occupational health and safety policies, procedures and programs price and exchange parameters quality assurance and/or procedures manuals recording and filing systems reporting requirements standard financial analysis techniques
Statutory requirements may include:	delegated authorities internal control procedures limits on volumes and types of financial transactions reporting of duty, excise and other overseas government charges reporting periods taxation and payment timings
Discrepancies may include:	absence of auditable trail expenditure report mismatches inappropriate authorisations incorrect payments incorrect report formats unreconciled cash flows and operating statements variances from budget and phasings
Format may include:	audits balance sheets cash flow statements electronic forms financial year reports operating statements spreadsheets statutory forms
Issues may include:	cost structures internal controls losses and returns profitability statutory obligations suppliers and markets
Recommendations may refer to:	cash flow changes in business activity including markets, goods or services traded consolidation expenses and overheads labour costs including decisions to move production to other locations or sites loss profit write-offs

Unit Sector(s)

Unit sector

Competency field

Competency field	Finance - Financial Management

Co-requisite units

Co-requisite units

BSBGOV401A Implement Board member responsibilities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake the diverse roles and responsibilities required of a Board member. Some aspects of governance activities may be subject to legislation, rules, regulations and/or codes of practice relevant to different job roles and jurisdictions.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of the organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify the business of the organisation	1.1. Ensure the history of the organisation is known and understood 1.2. List and explain the core functions of the organisation 1.3. Explain the relationship between the organisation, stakeholders and other organisations/entities
2. Monitor operations	2.1. Identify and document outcomes for each operational area 2.2. Use information provided to review effectiveness and efficiency of operations 2.3. Suggest changes to operations if necessary
3. Follow the legal requirements when carrying out Board duties	3.1. List and describe relevant provisions of the legislation under which the organisation operates 3.2. Adhere to relevant aspects of Corporations Law 3.3. Adhere to the constitution of the organisation 3.4. List and comply with workplace responsibilities 3.5. Comply with the terms and conditions of funding agreements
4. Monitor trends and changes in the community	4.1. Attend community meetings, speaking on behalf of the Board as required and delegated 4.2. Maintain information and awareness of key stakeholders and political issues 4.3. Ensure the Board is informed of identified community and stakeholder needs 4.4. Review policies with respect to changing community needs, and incorporate into operations as required
5. Receive and act on community and stakeholder feedback	5.1. Receive and document feedback from the community and stakeholders about services 5.2. Evaluate feedback 5.3. Deal with feedback in accordance with policies and procedures, and in consultation with management 5.4. Document and support decisions with management

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and to people with diverse abilities communication and negotiation skills to work cooperatively with other Board members, management and staff of the organisation, key stakeholders and members of the community literacy skills to read and interpret rules, regulations, policies and other workplace documentation evaluation and decision making skills to review information presented to the Board and to enact decisions.
Required knowledge
cultural context relevant to the community and location: as boards of governance oversee a wide variety of organisations, they must therefore ensure that they operate within the traditional and cultural values of the relevant context/s key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer and corporations laws including appropriate state legislation ethical principles privacy laws organisational constitution, codes of conduct functions, policies and procedures.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: contributing to analysis and decision making of issues affecting Board and organisational performance managing a number of different tasks dealing with irregularities and breakdowns in routine knowledge of organisational constitution, codes of conduct functions, policies and procedures.
Context of and specific resources for assessment	Assessment must ensure: participation on an actual or simulated Board access to office equipment and resources examples of issues worked with by boards of governance, including community complaints, strategic decisions and internal staffing issues examples of relevant documents.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate assessment of explanation of core functions of the organisation assessment of descriptions of relevant provisions of the legislation under which the organisation operates analysis of responses to case studies and scenarios demonstration of techniques observation of presentations oral or written questioning to assess knowledge of the roles and responsibilities of Board members observation of performance in role plays review of documented feedback from the community and stakeholders about services.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other governance units.

Range Statement

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.
Core functions may relate to:	provision of specific goods provision of specific services specific cultural contexts: Boards of Indigenous organisations that are upholders of traditional and cultural values
Stakeholders and other organisations/entities may include:	commercial businesses owned by the corporation community groups and organisations competitors consumers joint owned entities held by other organisations specific cultural groups: related and non-related Aboriginal and Torres Strait Islander organisations suppliers trusts held by the organisation
Operational area may include:	divisions, branches and positions within the organisation lines of accountability
Information provided to review effectiveness may include:	anecdotal information from the community financial reports reports from staff, consultants, other bodies
Legislation may include:	Aboriginal Councils and Associations Act 1976 commonwealth, state/territory occupational health and safety (OHS) statutes state/territory acts relating to core functions of the business or organisation workplace agreements
Corporations Law may include:	Corporations (Aboriginal and Torres Strait Islanders) Act, as applicable to a range of Indigenous organisations liabilities of Board members responsibilities of Board members
Workplace responsibilities may include:	equal opportunity OHS staff contracts

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Governance

Co-requisite units

Co-requisite units

BSBGOV402A Work within organisational structure

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to be an active participant in the governance activities of a Board, with an understanding of the roles and relationships to other roles on the Board and within the organisation. Some aspects of governance activities may be subject to legislation, rules, regulations and/or codes of practice relevant to different job roles and jurisdictions.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of the organisation, specifically in relation to working effectively with the staff and management of the organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Differentiate roles and responsibilities	1.1. Differentiate and document governance and management issues of the organisation in the organisation's governance policy guidelines 1.2. Identify, document and refer to the relationships between governance issues and management issues 1.3. Identify and document the roles of Board members in the organisation's governance policies and procedures 1.4. Explain the relationship between the Board and associated entities, and their management 1.5. Outline the Board's decision-making processes
2. Document management roles and responsibilities	2.1. Document performance outcomes, with appropriate assistance, and include in position description and contract 2.2. Clarify and document management duties, in consultation with management 2.3. Ensure areas of responsibility are discussed with Board members who are also employed staff, and establish and document guidelines
3. Supervise management of the organisation	3.1. Receive information and advice from the manager and apply in decision making 3.2. Instruct the manager to implement policy decisions and to follow specific directions as required 3.3. Receive feedback from the manager about previous directions 3.4. Regularly review management performance in accordance with contract and position description

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and to people with diverse abilities communication and negotiation skills to work cooperatively with other Board members, management and staff of the organisation, key stakeholders and members of the community analysis skills to review income and expenditure against budgets problem-solving skills to make recommendations on variances to budgets evaluation skills to evaluate income and expenditure performance targets within budgets data collection and analysis skills to gather and assess movements within budgeted figures.
Required knowledge
cultural context relevant to the community and location: as boards of governance oversee a wide variety of organisations, they must therefore ensure that they operate within the traditional and cultural values of the relevant context/s key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer and corporations laws including appropriate state/territory legislation ethical principles privacy laws organisational constitution, codes of conduct functions, policies and procedures.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: understanding of the relationship and differences between boards of governance and organisational management providing supervision to organisational management working with irregularities and breakdowns in communications and routine between Board members and/or organisational management.
Context of and specific resources for assessment	Assessment must ensure: participation on an actual or simulated Board access to office equipment and resources examples of issues worked with by boards of governance, including community complaints, strategic decisions and internal staffing issues examples of relevant documents.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of documentation identifying the relationships between governance issues and management issues analysis of responses to case studies and scenarios demonstration of techniques observation of presentations oral or written questioning to assess knowledge of organisational constitution, codes of conduct functions, policies and procedures observation of performance in role plays assessment of written reports outlining the Board's decision-making processes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other governance units.

Range Statement

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.
Governance issues may include:	Board leadership Board planning policy formulation
Management issues may include:	day-to-day administration and decision making management responsiveness
Organisation's governance policy guidelines may include documentation of:	Board calendar Board evaluation Board meeting agenda Board meetings Board minutes Board papers Board structure chief executive officer evaluation committees contacts delegation of authority director development director protection director selection and induction monitoring role of Board role of chairperson role of chief executive officer role of company secretary role of individual directors service/advice strategy formulation
Associated entities may include:	commercial businesses owned by the corporation joint owned entities held by other organisations trusts held by the organisation
Appropriate assistance may include:	consultants key stakeholders other independent parties senior government or non-government personnel
Position description may be used for:	performance review recruitment
Management may include:	management groups managers supervisors team leaders
Regular review may include:	assessment against performance outcomes independent assessment interview

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Governance

Co-requisite units

Co-requisite units

BSBGOV403A Analyse financial reports and budgets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to analyse financial reports and budgets as a member of a Board of governance of an organisation. Some aspects of governance activities may be subject to legislation, rules, regulations and/or codes of practice relevant to different job roles and jurisdictions.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of the organisation, specifically in relation to working to ensure organisational finances are appropriately allocated and accounted for.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Review financial reports and budgets	1.1. Obtain revenue/expenditure/requests/predictions from appropriate person 1.2. Consider and assess future organisational operations, with reference to all available plans 1.3. Consider previous financial statements to provide baseline information 1.4. Review budgets and cash flows using all available information
2. Monitor revenue and expenditure against budget	2.1. Discuss and agree upon appropriate monitoring and reporting systems, and establish procedures 2.2. Compare income and expenditure to budget and previous periods, and identify and investigate discrepancies 2.3. Identify and examine achievement and variances to the budget, in liaison with appropriate person 2.4. Document recommendations for action on variances 2.5. Request regular reports of operations to indicate fluctuations 2.6. Provide financial statements and accompanying report of operations to appropriate person for discussion
3. Finalise budget	3.1. Ensure expenditure commitments are brought into line with final income figures 3.2. Finalise, document and approve final budget in line with operational program 3.3. Present the final budget to appropriate person and stakeholders 3.4. Ensure reporting requirements of relevant corporate authority and funding bodies are met

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and to people with diverse abilities communication and negotiation skills to work cooperatively with other Board members, management and staff of the organisation, key stakeholders and members of the community literacy skills to read and interpret rules, regulations, policies and other workplace documentation numeracy skills to evaluate and make decisions based on financial data technology skills to understand management and accounting systems.
Required knowledge
cultural context relevant to the community and location: as boards of governance oversee a wide variety of organisations, they must therefore ensure that they operate within the traditional and cultural values of the relevant context/s key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer and corporations laws including appropriate state/territory legislation ethical principles privacy laws Australian Accounting and Auditing Standards banking institutions guidelines Australian Taxation Office regulations organisational constitution, codes of conduct functions, policies and procedures.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: monitoring income and expenditure against designated budgets ensuring the budget considers existing and planned activities of the organisation ensuring appropriate monitoring systems are in place to provide an accurate picture of each event/activity/program/service of the organisation's operations documenting recommendations for action on any variances to the budget in order to keep it within acceptable budgeting limits knowledge of key provisions of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: participation on an actual or simulated Board access to office equipment and resources examples of budgets, cash flows and other financial data and statements examples of relevant documents.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of comparison of income and expenditure to budget and previous periods, and identification and investigation of discrepancies analysis of responses to case studies and scenarios demonstration of techniques observation of presentations oral or written questioning to assess knowledge of financial requirements of organisations observation of performance in role plays assessment of final budget documentation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other governance units.

Range Statement

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.
Appropriate person may include:	auditor/s chief executive officer deputy executive officer finance manager/officer section manager/s
Plans may include:	building/equipment/maintenance plan business plan cash flow event/activity/program/section budget financial management plan human resources management plan strategic plan
Reporting systems may include:	balance sheet cash flow profit and loss statement written report
Financial statements may include:	balance sheet cash flow general ledger report profit and loss statement
Expenditure may include:	administration capital requirements consultants contracts for goods/services repair and maintenance salaries vehicle costs
Stakeholders may include:	community groups and organisations consumers members shareholders staff trusts held by the organisation

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Governance

Co-requisite units

Co-requisite units

BSBHRM402A Recruit, select and induct staff

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to execute tasks associated with the recruitment cycle. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a role in recruitment, selection and induction functions who work under the direction of a human resources manager. It is not assumed that the individuals addressed by this unit have staff who report to them, although this may be the case. Performance of the work described in this unit will be underpinned by in depth knowledge of the work of the organisation, and how recruitment and selection practices fit with other human resource functions.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine job descriptions	1.1. Clarify time lines and requirement for appointment 1.2. Assist with preparation of job descriptions which accurately reflect the role requirements in accordance with organisational procedures and legislation, codes and national standards and occupational health and safety (OHS) considerations 1.3. Consult with relevant personnel about job descriptions 1.4. Ensure that job descriptions do not contravene legislative requirements 1.5. Obtain approvals to advertise position
2. Plan for selection	2.1. Advertise vacancies for staffing requirements in accordance with organisational policies and procedures 2.2. Consult with relevant personnel to convene selection panel and to develop interview questions 2.3. Short list applicants 2.4. Ensure that interview questions do not breach legislative requirements 2.5. Schedule interviews and advise relevant personnel of times, dates and venues
3. Assess and select applicants	3.1. Participate in interview process and assess candidates against agreed selection criteria 3.2. Discuss assessment with other selection panel members 3.3. Correct any biases or deviations from agreed procedures and negotiate for preferred candidate 3.4. Contact referees for referee reports 3.5. Prepare selection report and make recommendations to senior personnel for appointment 3.6. Advise unsuccessful candidates of outcomes and respond to any queries 3.7. Complete all necessary documentation in accordance with organisational procedures 3.8. Secure agreement of preferred candidate
4. Appoint and induct successful candidate	4.1. Provide successful candidate with employment contract and other documentation 4.2. Advise managers and staff of starting date and make necessary administrative arrangements for pay and employee record keeping 4.3. Advise manager and work team of new appointment 4.4. Arrange induction in accordance with organisational policy

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to use networks to source suitable applicants, to listen to and understand what is being said in interviews, and to advise on the outcomes of the selection process literacy skills to work with job descriptions to devise suitable questions for interviews, to prepare letters for unsuccessful applicants and to make job offers organising and scheduling skills to arrange interviews and venues.
Required knowledge
documentation required for recruitment and selection human resource functions, human resource life cycle and the place of recruitment and selection in that life cycle principles of equity, diversity and relevant legislation. range of interviewing techniques and other selection processes and their application.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: demonstrated ability to work with job descriptions to source and select suitable staff interviewing and other selection techniques that demonstrate awareness off equal opportunity and anti-discrimination requirements knowledge of the human resource life cycle.
Context of and specific resources for assessment	Assessment must ensure: access to an appropriate range of documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios assessment of written reports on recruitment and selection demonstration of selection techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of interviewing techniques review of advertisements for staffing vacancies review of documentation provided to successful candidate oral or written questioning to assess knowledge of selection processes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Human Resources.

Range Statement

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.
Job descriptions may include:	attributes competencies required by staff job or person specifications job title and purpose of position necessary skills and knowledge qualifications selection criteria tasks or duties associated with the position
Legislation, codes and national standards may include:	award and enterprise agreements, and relevant industrial instruments relevant industry codes of practice relevant legislation from all levels of government that affects business operation, especially in regard to OHS and environmental issues, equal opportunity, industrial relations and anti-discrimination
Occupational health and safety (OHS) considerations may include:	establishment and maintenance of OHS training, records, induction processes performance against OHS legislation and organisation's OHS system, especially policies, procedures and work instructions
Advertising may include:	electronic or print internal or external outsourcing
Staffing requirements may include:	permanent, temporary, full-time, part-time or casual

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Human Resource Management

Co-requisite units

Co-requisite units

BSBHRM506A Manage recruitment selection and induction processes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage all aspects of the recruitment selection and induction processes in accordance with organisational policies and procedures. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to human resources managers or human resources personnel who take responsibility for managing all aspects of selecting new staff and orientating those staff to their new positions. It is not assumed that the manager will be directly involved in the selection processes themselves, although this may well be the case. In small organisations this role may belong to someone who is not a dedicated human resources professional; the unit however will still be applicable.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop recruitment, selection and induction policies and procedures	1.1. Analyse strategic and operational plans and policies to identify relevant policies and objectives 1.2. Develop recruitment, selection and induction policies and procedures and supporting documents 1.3. Review options for technology to improve the efficiency and effectiveness of the recruitment and selection process 1.4. Obtain support for policies and procedures from senior managers 1.5. Trial forms and documents that support policies and procedures and make necessary adjustments 1.6. Communicate policies and procedures to relevant staff and provide training if required
2. Recruit and select staff	2.1. Determine future human resources needs in collaboration with relevant managers and sections 2.2. Ensure current position descriptors and person specifications for vacancies are used by managers and others involved in the recruitment, selection and induction processes 2.3. Provide access to training and other forms of support to all persons involved in the recruitment and selection process 2.4. Ensure that advertising of vacant positions complies with organisational policy and legal requirements 2.5. Utilise specialists where necessary 2.6. Ensure that selection procedures are in accordance with organisational policy and legal requirements 2.7. Ensure that processes for advising applicants of selection outcome are followed 2.8. Ensure that job offers and contracts of employment are executed promptly and that new appointments are provided with advice about salary, terms and conditions
3. Manage staff induction	3.1. Provide access to training and ongoing support for all persons engaged in staff induction 3.2. Check that induction processes are followed across the organisation 3.3. Oversee the management of probationary employees and provide them with feedback until their employment is confirmed or terminated 3.4. Obtain feedback from participants and relevant managers on the extent to which the induction process is meeting its objectives 3.5. Make refinements to induction policies and procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to liaise across the organisation and to ensure that policies and procedures are well supported leadership skills to engage others and to ensure that good processes are followed and supported literacy skills to document clear policies and procedures and to develop proformas to support recruitment, selection and induction.
Required knowledge
concept of outsourcing diversity, equal employment opportunity and anti-discrimination principles and associated legislation employee contracts industrial relations recruitment and selection methods, including assessment centres relevant legislation on equal opportunity, industrial relations and anti-discrimination relevant terms and conditions of employment understanding of psychometric and skills testing programs workplace relations regulations, workplace relations legislation and other relevant legislation.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of a policy and procedures framework for recruitment, selection and induction OR critical analysis of an existing policy and procedures framework for recruitment, selection and induction knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: assessment of written reports on recruitment, selection and induction processes direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of training and other forms of support provided to all persons involved in the recruitment and selection process evaluation of trialling of forms and documents that support policies and procedures review of documentation outlining feedback obtained from participants and relevant managers on the extent to which the induction process is meeting its objectives oral or written questioning to assess knowledge of relevant legislation and selection processes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units form the Diploma of Human Resource Management.

Range Statement

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.
Recruitment, selection and induction policies and procedures may address:	application processing competency profiling documentation and use of standard forms equal opportunity, anti-discrimination and diversity principles interviewing methodologies job analysis job classifications, assessment centres job description job evaluation privacy and confidentiality probationary periods psychometric assessment recruitment advertising reference checks selection panels and their composition the application of commercial software packages to improve efficiency in recruitment and selection processes training for new staff use of external agencies
Relevant managers and sections includes:	those who have a role in the recruitment selection or induction processes
Advertising may occur through:	internal channels internet newspapers radio recruitment agencies or specialists television
Specialists may include:	recruitment agencies remuneration specialists staff who run security checks vocational psychologists
Selection procedures may include:	aptitude test or IQ tests behaviour in leaderless groups demonstration of techniques or technical skills interviews, including structured interviews, behavioural interviews or other interviewing methodologies peer assessments personality testing psychometric testing referee reports use of an assessment centre work samples

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Human Resource Management

Co-requisite units

Co-requisite units

BSBINM201A Process and maintain workplace information

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to collect, process, store and maintain workplace information and systems. It also includes the maintenance of filing and records systems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who perform a range of routine tasks in the workplace, using a limited range of practical skills and fundamental knowledge of information and information systems in a defined context, under direct supervision or with limited individual responsibility.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Collect information	1.1. Collect information in a timely manner and ensure that it is relevant to organisational needs 1.2. Use business equipment/technology available in the work area to effectively obtain information 1.3. Apply organisational requirements relating to security and confidentiality in handling information
2. Process workplace information	2.1. Use business equipment/technology to process information in accordance with organisational requirements 2.2. Process information in accordance with defined timeframes, guidelines and procedures 2.3. Update, modify and file information in accordance with organisational requirements 2.4. Collate and despatch information in accordance with specified timeframes and organisational requirements
3. Maintain information systems	3.1. Maintain information and filing systems in accordance with organisational requirements 3.2. Identify, remove and/or relocate inactive or dead files in accordance with organisational requirements 3.3. Establish and assemble new files in accordance with organisational requirements 3.4. Update reference and index systems in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read and understand organisation's recordkeeping and information systems(including classification systems), to follow sequenced written instructions and to comprehend/interpret nature of record content numeracy skills to sequence and index files planning skills to organise work priorities and arrangements problem-solving skills to solve routine problems technology skills to select and use technology appropriate to maintaining workplace information.
Required knowledge
key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety organisational policies and procedures relating to collecting and processing workplace information organisational recordkeeping/filing systems and security procedures organisation's business and structure range of filing systems including paper-based and software-based.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: applying organisational policies and procedures for collecting and processing workplace information accuracy in recording and documenting information correctly storing, classifying and maintaining documents and records.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of workplace information systems.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of maintenance of information and filing systems analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of the management of information in the workplace.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units other information management units.

Range Statement

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.
Information may include:	computer databases (library catalogue, customer records) computer files (letters, memos and other documents) correspondence (faxes, memos, letters, email) forms (insurance forms, membership forms) invoices (from suppliers, to debtors) minutes of meetings personnel records (personal details, salary rates) sales records (monthly forecasts, targets achieved)
Business equipment/technology may include:	answering machine binder computer fax machine filing systems (manual/computerised/electronic) photocopier printer telephone
Organisational requirements may include:	despatching and collecting procedures legal and organisational policies, guidelines and requirements OHS policies, procedures and programs procedures for deciding which records should be captured and filed procedures for updating records security procedures
Removing inactive or dead files may include:	compressing computer files prior to archiving periodically archiving or deleting files transferring files at regular intervals or routinely checking for dead or inactive files transferring records from the active filing system to secondary storage
Relocating inactive or dead files may include:	electronic (email, internet access, diskette, tape, CD-ROM) microfilm photographic material printed material

Unit Sector(s)

Unit sector

Competency field

Competency field	Knowledge Management - Information Management

Co-requisite units

Co-requisite units

BSBINM401A IMPLEMENT WORKPLACE INFORMATION SYSTEM

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement the workplace information system. It involves the identification, acquisition, initial analysis and use of appropriate information, which plays a significant part in the organisation's effectiveness. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers play a significant role in contributing to the organisation's effectiveness in identifying, acquiring, analysing and using appropriate information. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning and evaluation, leadership and guidance of others, and some discretion and judgement.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify and source information needs	1.1. Determine and locate information required by teams 1.2. Acquire and review information held by the organisation to determine suitability, accessibility, currency and reliability according to organisational policies
2. Collect, analyse and report information	2.1. Collect information, which is adequate and relevant to the needs of teams, in a timely manner 2.2. Ensure information is in a format suitable for analysis, interpretation and dissemination 2.3. Analyse information to identify and report relevant trends and developments in terms of the needs for which it was acquired
3. Implement information systems	3.1. Implement management information systems effectively to store, retrieve and regularly review data for decision making purposes 3.2. Use technology available in the work area to manage information effectively 3.3. Submit recommendations for improving the information system to designated persons and/or groups
4. Prepare for information system changes	4.1. Collect information about information system future needs in consultation with colleagues, including those who have a specialist role in resource management 4.2. Ensure estimates of information system future needs reflect the organisation's business plans, and customer and supplier requirements 4.3. Support proposals to secure resources by clearly presenting submissions that describe realistic options, benefits, costs and outcomes 4.4. Prepare team members to work with new technology and information system changes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to work with information, and to research and present information in ways that are appropriate to the work team technology skills to work with a range of information systems.
Required knowledge
information management systems and technology that would be associated with the workplace such as: budgets and financial management systems customer information software or records databases personal digital assistant (PDA) product and service information project management software record management systems spreadsheets.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: analysis of the information that is required for the effective functioning of the team's work together knowledge of the range of information systems that are, or should be, available in the workplace ability to recognise what information system changes and improvements will be required in the future.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: demonstration of techniques in working with information management systems direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of relevant technology review of documentation analysing information trends and developments written reports on future information system needs review of preparation undertaken for team members to work with new technology and information system changes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Frontline Management.

Range Statement

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.
Information may include:	archived, filed and historical background data continuous improvement and quality assurance data data available internally or externally data shared and retrieved in various forms such as in writing or verbally, electronically or manually financial and contractual data marketing and customer-related data organisational performance data planning and organisational documents policies and procedures
Organisational policies may include:	guidelines for decision making throughout the organisation that link the formulation of strategy with its implementation sets of accepted actions approved by the organisation Standard Operating Procedures
Technology may include:	computerised systems and software such as databases, project management and word processing telecommunications devices any other technology used to carry out work roles and responsibilities
Designated persons and/or groups may include:	groups designated in workplace policies and procedures managers or supervisors with management roles and responsibilities concerning information systems other stakeholders accessing the information system such as customers and service providers other work groups or teams whose work will be affected by the system
Colleagues may include:	employees at the same level or more senior managers occupational health and safety committee members and other specialists people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities team members
Business plans may include:	cash flow projections long-term budgets/plans operational plans short-term budgets/plans spreadsheet-based financial projections targets or key performance indicators for production, productivity, wastage, sales, income and expenditure

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBINN201A Contribute to workplace innovation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to make a pro active and positive contribution to workplace innovation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in any industry or community context, in both small and large organisations. They take a pro active approach to identifying, suggesting and developing ideas about better ways of doing things at a practical operational level in a specific area of activity. While the individual's overall work is undertaken with some supervision and guidance, the nature of this process requires the application of discretion, judgement and effective interpersonal skills. The unit assumes that there is wider organisational and management support for innovation and for individuals at all levels to contribute to the innovation process.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify opportunities to do things better	1.1. Be aware of own role in workplace innovation 1.2. Pro-actively identify opportunities for improvement in own area of work 1.3. Gather and review information which may be relevant to ideas and which might assist in gaining support for ideas
2. Discuss and develop ideas with others	2.1. Identify people who could provide input into ideas for improvements 2.2. Select the best way of approaching people to begin sharing ideas 2.3. Seek feedback on improvement of ideas, and discuss and develop options and possible variations 2.4. Review and select ideas for follow-up based on feedback and further review
3. Address the practicalities of change	3.1. Take action to implement routine changes in consultation with others and within scope of own responsibility 3.2. Identify and articulate issues and practical processes for implementing proposed ideas 3.3. Present ideas and practical suggestions to the appropriate people about how improvements could be made

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to liaise with other team members, to discuss a range of ideas and to be open to different opinions comprehension skills to review and interpret information from a wide range of sources organisational skills to articulate practical processes and actions for change problem-solving skills to identify and anticipate problems at a practical operational level and to develop possible solutions.
Required knowledge
role and impact of innovation in the workplace at a practical operational level and the 'bigger picture' for innovation in the relevant work or community context role of individuals in suggesting and making improvements and the importance of pro-active involvement positive impacts and the challenges of change and innovation types of changes that can occur as a result of effective individual participation typical reasons why suggested improvements or innovations may not be implemented, including operational and management constraints ways in which improvements and change can be suggested to maximise likelihood of support.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: generation of practical ideas in response to a specific workplace situation effective and open interaction with others to discuss and develop ideas knowledge and understanding of the role of individuals in contributing to workplace innovation.
Context of and specific resources for assessment	Assessment must ensure: interaction with others to reflect the collaborative nature of the improvement/innovation process.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate direct observation of the candidate participating in brainstorming, discussions and other collaborative activities to develop ideas evaluation of candidate's ability to generate ideas to address a range of practical operational situations evaluation of feedback from other people involved in the collaborative process about the candidate's communication approaches and abilities oral or written questioning to assess knowledge of the role of innovation, the role of individuals in the innovation process and the types of techniques that can be used.
Guidance information for assessment	Innovation does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended.

Range Statement

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.
Own role may relate to:	current organisational practice in relation to new ideas knowledge of ways to suggest new ideas scope of individual discretion and freedom in relation to new ideas who needs to be involved in the process
Opportunities for improvement may relate to:	changes in the physical work environment different storage or maintenance procedures different ways of communicating within the team introduction of new technology job role changes new customer base new work practices or services staffing changes work processes and procedures
Information which may be relevant to ideas may include:	examples of similar approaches in other contexts or organisations media articles about similar ideas notes about how the idea could improve efficiency or service levels pricing information
People who could provide input may include those who might:	challenge and test the ideas have supervisory or management responsibility promote the ideas to others provide technical knowledge resource the ideas going forward review any budgetary implications work in the same area
Best way of approaching people may be influenced by:	degree of formality required location of people (e.g. may not be on-site) need for any supporting documentation time pressures and priorities
Feedback could be gained in a range of ways and may include:	asking questions talking to colleagues or supervisors using brainstorming techniques using 'what if' scenarios
Options and possible variations development may occur by:	considering resources needed considering time required taking on board ideas from other people thinking through all aspects of the ideas whole new concepts that come out of discussions
Routine changes may include:	adjustments to work practices with minimal impact on others or within a small team changes that do not require management approvals changes that have the support of management and for which authority is given for immediate action to be taken
Issues and practical processes may relate to:	any approvals required cost of implementation internal politics need for a planned communication approach (internal or external) personalities and philosophies of others in the workplace relationship of the idea to organisation priorities

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Innovation

Co-requisite units

Co-requisite units

BSBINN301A Promote innovation in a team environment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to be an effective and pro active member of an innovative team. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies individuals who play a pro active role in demonstrating, encouraging or supporting innovation in a team environment. The individual may be a team participant or a team leader. The team may 'make itself' or be constructed by others. It may have core members and members who participate at certain times or for particular purposes. It may be permanent or temporary, or come together at different times to work on specific projects. The team could consist of a team of contractors/freelancers, permanent staff, clients and service providers, or any combination of these groups. It may operate within an organisation or across several organisations - or simply across a group of individuals. The key focus of the unit is on what makes for an innovative team, what keeps it working well, how the structure of work can make a difference and what skills and knowledge are needed to maximise opportunities for innovation. Where a greater focus on team leadership is required this unit should be combined with units such as BSBLED401A Develop teams and individuals.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Create opportunities to maximise innovation within the team	1.1. Evaluate and reflect on what the team needs and wants to achieve 1.2. Check out information about current or potential team members' work in the context of developing a more innovative team 1.3. Bring people into the team or make suggestions for team members based on what needs to be achieved and the potential for cross-fertilising ideas 1.4. Acknowledge, respect and discuss the different ways that different people may contribute to building or enhancing the team
2. Organise and agree effective ways of working	2.1. Jointly establish ground rules for how the team will operate 2.2. Agree and communicate responsibilities in ways that encourage and reinforce team-based innovation 2.3. Agree and share tasks and activities to ensure the best use of skills and abilities within the team 2.4. Plan and schedule activities to allow time for thinking, challenging and collaboration 2.5. Establish personal reward and stimulation as an integral part of the team's way of working
3. Support and guide colleagues	3.1. Model behaviour that supports innovation 3.2. Seek external stimuli and ideas to feed into team activities 3.3. Pro-actively share information, knowledge and experiences with other team members 3.4. Challenge and test ideas within the team in a positive and collaborative way 3.5. Pro-actively discuss and explore ideas with other team members on an ongoing basis
4. Reflect on how the team is working	4.1. De-brief and reflect on activities and on opportunities for improvement and innovation 4.2. Gather and use feedback from within and outside the team to generate discussion and debate 4.3. Discuss the challenges of being innovative in a constructive and open way 4.4. Take ideas for improvement, build them into future activities and communicate key issues to relevant colleagues 4.5. Identify, promote and celebrate successes and examples of successful innovation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to work collaboratively as part of a team, to provide guidance and support to others, and to participate in open and constructive discussions creative thinking skills to generate, explore, test and challenge ideas learning skills to stretch boundaries of own knowledge and skills literacy skills to analyse a wide range of information from varied sources planning and organisational skills to participate in the effective allocation of work in a team context problem-solving skills to work constructively to overcome issues and challenges of both a practical and conceptual nature and to make ideas become realities self-management skills to take a pro-active team role and to reflect on own performance in modelling and encouraging behaviour that supports innovation.
Required knowledge
barriers to innovation that can occur within a team and broader barriers that sometimes hinder innovation broad concepts of innovation including what innovation is, different types of innovation and the benefits of innovation characteristics of teams that are more likely to be innovative and characteristics of broader environments that support and encourage innovation different roles that people may play within a team, how this impacts on the way a team works and what it might achieve group dynamics in a team.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: active participation in a team where the team takes a pro-active and considered approach to innovation and innovative practice collaborative and open communication within the team knowledge and understanding of the internal and external factors that contribute to a team becoming and remaining innovative.
Context of and specific resources for assessment	Assessment must ensure: demonstration of skills as part of a team.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate direct observation of team interactions evaluation of reports by the candidate or the team (could be oral or written) discussing the ideas, challenges and opportunities associated with teams, and how they can be more innovative evaluation of feedback from other people in the team about the candidate's communication approaches and abilities oral or written questioning to assess knowledge of the characteristics of innovative teams, innovation concepts more broadly and they ways in which innovation can be encouraged review of jointly established 'groundrules' for how the team will operate.
Guidance information for assessment	Innovation does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended.

Range Statement

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.
What the team needs and wants to achieve may relate to:	addressing particular customer feedback conceiving and implementing a particular project developing new services or products generating ongoing ideas within the work unit improving budgetary performance improving or changing work conditions new ideas that impact beyond the workplace (e.g. that have a broader social or community impact)
Information about current or potential team members' work may relate to:	interests lifestyle preferences past jobs technical strengths work preferences working styles
Different ways that different people may contribute may relate to individual strengths around:	creating positive energy within the team fundamental literacy strengths (e.g. particularly strong in visual literacy, written or spoken communication) generating ideas networks or spheres of influence particular ways of thinking powers of persuasion problem-solving capacities specific technical skills or knowledge
Ground rules may relate to:	boundaries or lack of boundaries for team activities and ideas confidentiality copyright, moral rights or intellectual property regularity of communication key roles and responsibilities time lines ways of communicating
Team-based innovation may be encouraged through:	accessing training and learning opportunities enough but not too much guidance and structure equitable sharing of workload follow-through with ideas supportive communication
Behaviour that supports innovation may include being:	collaborative equitable fair fun hardworking reflective responsible sympathetic
External stimuli and ideas might be from:	Australia or overseas colleagues outside of the team family and friends internet journals networks or technical experts other organisations
Challenges of being innovative may relate to:	budgetary or other resource constraints competing priorities organisational culture problems with breaking old patterns of behaviour or thinking time pressures

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Innovation

Co-requisite units

Co-requisite units

BSBINN501A Establish systems that support innovation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to conceptualise and establish new systems that support and encourage innovation in the workplace. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit may apply to individuals working in any community or industry context, in small or large organisations. While managers are often responsible for the development of new systems, depending on the organisation size and the nature of the system being developed, senior operational personnel or internal/external specialists may also undertake this role. Systems are varied in nature and might apply to human resources management, team management, organisational structures, product development, information technology, marketing or training and assessment. The critical focus is on systems conceived and developed with innovation as the key driver.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Research context for new system development	1.1. Explore and analyse the impact of systems in the overall context of innovation 1.2. Explore and gain clarity around system objectives, particularly in relation to innovation 1.3. Analyse current organisational systems to identify gaps or barriers to innovation 1.4. Research and analyse current and emerging information about systems in other organisations and contexts 1.5. Evaluate the resources and other commitment required to foster innovation 1.6. Identify key stakeholders who can play a role in conceptualising or supporting new system ideas
2. Generate system concepts and options	2.1. Create system concepts that will foster innovation using individual and group techniques 2.2. Evaluate and discuss a range of ideas with relevant stakeholders 2.3. Clearly articulate the ways in which innovation is better supported by system ideas and options 2.4. Clearly articulate how the system itself is innovative 2.5. Expose ideas and options to ongoing testing, exploration and challenge 2.6. Select and refine system ideas that meet the workplace requirements and which are both feasible and innovative
3. Develop a plan for the system	3.1. Determine the need for specialised assistance and integrate into system planning 3.2. Analyse the potential impact of the new system on people, resources and other organisational practices 3.3. Consult with all stakeholders who will be involved with, or affected by, the new system 3.4. Develop an operational plan for the system, with budget, time lines and responsibilities 3.5. Develop a communication strategy to support the introduction of the new system 3.6. Evaluate the coaching and training needs of those who will use the system and plan a learning and development strategy
4. Trial the system	4.1. Present and consult on system proposals with relevant stakeholders 4.2. Analyse and integrate feedback into the system development process 4.3. Determine appropriate context and parameters for the trialling process 4.4. Initiate the trial, taking account of all required consultative, coaching and technical issues 4.5. Monitor and review the trial in relation to its goals for fostering innovation 4.6. Open the improvement process to ongoing collaborative input and challenge 4.7. Adjust system to reflect evaluation feedback

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to conduct potentially complex and challenging negotiations and consultations on new systems development and implementation creative thinking skills to explore and generate innovative concepts learning skills to stretch boundaries of own knowledge and skills, and to foster similar approaches in others literacy skills to analyse and develop potentially complex organisational requirements and documentation for work systems numeracy skills to develop and interpret financial estimates planning and organisational skills to plan the implementation of new systems and to organise and implement training and learning activities research skills to investigate the broader context for system development self-management skills to take responsibility for driving system development with a focus on innovation
Required knowledge
concepts and theories of change management, including ways of introducing change in different organisational contexts and change management communication strategies concepts and theories of innovation and how these link to innovation in practice in-depth understanding of the ways in which workplace systems can contribute to innovation in the workplace project planning and management techniques technical context in which the system is being developed typical ways in which systems may present barriers to innovation

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: designing, trialling and reviewing more than one work system that is planned and structured to maximise opportunities for innovation by workers and managers in the workplace clearly articulating and understanding how and why the work system fosters workplace innovation among workers and managers knowledge of concepts and theories of innovation.
Context of and specific resources for assessment	Assessment must ensure: interaction with others to reflect the collaborative nature of systems development and of innovation more broadly use of current industry technology in the development of systems.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of systems developed by the candidate for a particular workplace context, with a focus on innovation (both in terms of process and outcome) oral or written questioning to assess knowledge of links between systems and innovation, wider innovation concepts and change management processes review of analysis of current organisational systems to identify gaps or barriers to innovation review of operational plan developed for the system review of communication strategy developed to support the introduction of the new system evaluation of learning and development strategy for users of the system.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is strongly recommended, for example: BSBHRM506A Manage recruitment, selection and induction processes BSBINM601A Manage knowledge and information BSBINN601B Manage organisational change BSBLED705A Plan and implement a mentoring program.

Range Statement

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.
Impact of systems may be positive or negative and relate to:	administrative processes degree of freedom or restriction for individuals, workers and teams extent of collaboration and cooperation within the organisation operational procedures quality of communication channels and processes quality of the physical environment responsiveness of the organisation to customer needs.
Systems might relate to:	human resources innovation reward systems learning and development systems product or service review processes project management quality management team management.
System objectives may include:	addressing operational or service problems changing the culture of the organisation developing workforce skills diversifying the business enhancing customer service quality generating more income improving competitiveness reducing operating costs winning more projects.
Gaps or barriers might relate to:	differences between management rhetoric and reality hierarchical system of management inadequate reporting or recording managers who do not accept new ideas overly bureaucratic processes people not communicating with each other or sharing information staff not being involved in decisions teams who work in rigid and inflexible ways.
Other organisations and contexts may be:	competitor organisations local, national or international organisations of similar size or structure totally different organisations who have developed interesting or successful systems wider community or business contexts in which innovation occurs.
Resources and other commitment may include:	financial human management commitment physical preparedness to change at all levels of the organisation.
Key stakeholders may include:	boards or committees customers government departments or other statutory authorities management specialist advisors work colleagues.
Individual and group techniques may include:	brainstorming cost-benefit analysis flow charts jotting down words mind maps process analysis review of approaches/procedures used by competitors strengths, weaknesses, opportunities and threats (SWOT) analysis value analysis visual imagining other creative thinking strategies.
Ongoing testing, exploration and challenge may include:	comparing contrasting gaining input from those who do not support the concept playing 'devil's advocate' seeking objective internal or external review.
Specialised assistance may include:	external consultants or advisers internal colleagues with specialist or technical knowledge relevant to the system.

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Innovation

Co-requisite units

Co-requisite units

BSBINN502A Build and sustain an innovative work environment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create an environment that enables and supports the application of innovative practice. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in leadership or management roles in any industry or community context. The individual could be employed by the organisation, but may also be an external contractor, the leader of a cross organisation team or of a self formed team of individuals. The work group could be permanent or temporary in nature. The unit focuses on the skills and knowledge required to develop and implement a holistic approach to the integration of innovation across all areas of work practice. It also acknowledges the importance of wider contextual evaluation for potential innovations to ensure their value and benefit.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Lead innovation by example	1.1. Make innovation an integral part of leadership and management activities 1.2. Demonstrate positive reception of ideas from others and provide constructive advice 1.3. Establish and maintain relationships based on mutual respect and trust 1.4. Take considered risks to open up opportunities for innovation 1.5. Regularly evaluate own approaches for consistency with the wider organisational or project context
2. Establish work practices that support innovation	2.1. Consult on and establish working conditions that reflect and encourage innovative practice 2.2. Introduce and maintain workplace procedures that foster innovation and allow for rigorous evaluation of innovative ideas 2.3. Facilitate and participate in collaborative work arrangements to foster innovation 2.4. Build and lead teams to work in ways that maximise opportunities for innovation
3. Promote innovation	3.1. Acknowledge suggestions, improvements and innovations from all colleagues 3.2. Find appropriate ways of celebrating and promoting innovation 3.3. Promote and reinforce the value of innovation according to the vision and objectives of the organisation or project 3.4. Promote and support the evaluation of innovative ideas within the wider organisational or project context
4. Create a physical environment which supports innovation	4.1. Evaluate the impact of the physical environment in relation to innovation 4.2. Collaborate with colleagues about ideas for enhancing the physical work environment before taking action 4.3. Consider potential for supporting innovation when selecting physical resources and equipment 4.4. Design, fit-out and decorate workspaces to encourage creative mindsets, collaborative working and the development of positive workplace relationships
5. Provide learning opportunities	5.1. Pro-actively share relevant information, knowledge and skills with colleagues 5.2. Provide or encourage formal and informal learning opportunities to help develop the skills needed for innovation 5.3. Create opportunities in which individuals can learn from the experience of others

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, consultation and negotiation skills to model and lead, open and collaborative relationships comprehension skills to interpret and develop information that may deal with complex ideas and relate to issues both within and outside a given workplace context planning and organisational skills to implement wide-ranging practical processes and procedures that support innovation problem-solving skills to assess and respond to challenges and risks around innovation at an operational management level self-management and learning skills to evaluate and enhance personal effectiveness, and to promote a culture of ongoing learning and development.
Required knowledge
benefits of providing coaching and learning opportunities in relation to innovation concept of innovation, what it is and what it means for different people either working independently or within an organisation context for innovation in the relevant workplace context including core business values, overall objectives, broader environmental context and the need to ensure the value and benefit of innovative ideas and projects different ways of rewarding performance factors and tools that can motivate individuals to use creative thinking and apply innovative work practices legislative framework that impacts on operations in the relevant workplace context management principles and leadership styles, including the impact of different approaches on innovation typical challenges and barriers to innovation within teams and organisations, and ways of overcoming these ways in which workplace climate can affect individual attitudes and performance.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: establishment of procedures and practices (for a project or a workplace) which support and foster innovative work practice and include sound evaluation processes modelling of behaviour that supports innovative work practice knowledge and understanding of the role of leaders and managers in encouraging innovation, and the issues and challenges associated with building and sustaining an innovative work environment.
Context of and specific resources for assessment	Assessment must ensure: involvement of a team for which the candidate provides leadership and guidance.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of outcomes and processes from activities managed by the candidate, particularly in relation to how innovation and innovative practice was encouraged and supported oral or written questioning to assess knowledge of ways that innovation can be fostered and the typical challenges and barriers to innovation.
Guidance information for assessment	Innovation does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended.

Range Statement

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.
Leadership and management activities may include:	people management practices planning processes regular management meetings review processes
Risks may include:	budgetary issues challenging changes in relationships, work practices and general workplace climate unforseen impacts of innovative ideas
Working conditions may include:	family-friendly leave entitlements flexible working hours social leave study leave time provided for coming up with ideas
Workplace procedures may relate to:	briefing processes client relations performance management project management staff meetings training
Evaluation of innovative ideas may relate to:	analysing consistency with overall goals, values or vision assessing resource requirements and practicalities assessing the potential to find 'champions' or supporters evaluating the external factors that may impact on the idea exploring the implications of ideas that may stretch or change existing ways of doing things
Collaborative work arrangements might be:	cross section vertical teams within a section working with supplier organisations or partner organisations
Ways that maximise opportunities for innovation may relate to:	collaborating collecting data creative thinking future scanning getting feedback making suggestions networking
Ways of celebrating and promoting innovation may include:	congratulating the project team ensuring management acknowledgment providing a newsletter story about the idea using the idea to help foster other ideas well-planned group incentive schemes
Impact of the physical environment may relate to:	eating areas extent to which design or style links with declared philosophies or objectives external areas general ambience of the work environment location of different people presence and ambience of relaxation areas style of dÃ©cor use of creative messages or images in the workplace workspace design and dÃ©cor workstation arrangements and opportunities for interaction
Formal and informal learning opportunities may include:	coaching conferences formal training courses/programs information seminars job rotation mentoring online learning

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Innovation

Co-requisite units

Co-requisite units

BSBINN601A Manage organisational change

Modification History

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to determine strategic change requirements and opportunities, and to develop, implement and evaluate change management strategies.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

This unit describes the performance outcomes, skills and knowledge required to determine strategic change requirements and opportunities, and to develop, implement and evaluate change management strategies.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

This unit applies to managers with responsibilities that extend across the organisation or across significant parts of a large organisation. They may have a dedicated role in human resources management, human resources development, or work in a strategic policy or planning area.

The unit takes a structured approach to change management and applies to people with considerable work experience and organisational knowledge..

This unit applies to managers with responsibilities that extend across the organisation or across significant parts of a large organisation. They may have a dedicated role in human resources management, human resources development, or work in a strategic policy or planning area.

The unit takes a structured approach to change management and applies to people with considerable work experience and organisational knowledge..

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Employability Skills Information

This unit contains employability skills.

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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 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

Elements and Performance Criteria
Element	Performance Criteria
1	Identify change requirements/ opportunities	1.1	Identify strategic change needs through an analysis of strategic plans
1.2	Review existing policies and practices against strategic objectives to identify change requirements
1.3	Monitor trends in the external environment to identify events or trends which impact on the achievement of organisation's objectives
1.4	Identify major operational change requirements due to performance gaps, business opportunities or threats, or management decisions
1.5	Review and prioritise change requirements/opportunities with relevant managers
1.6	Consult specialists and experts to assist in the identification of major change requirements/opportunities
2	Develop change management strategy	2.1	Undertake cost benefit analysis for high priority change requirements/opportunities
2.2	Undertake risk analysis, identify barriers to change, and agree and document mitigation strategies
2.3	Develop change management project plan
2.4	Obtain approvals from relevant authorities to confirm the change management process
2.5	Assign resources to the project and agree reporting protocols with relevant managers
3	Implement change management strategy	3.1	Develop communication/education plans in consultation with relevant groups and individuals
3.2	Develop communication/education plan to promote the benefits of the change to the organisation and to minimise loss
3.3	Arrange activities to deliver the communication/education plans to all relevant groups and individuals
3.4	Consult with relevant groups and individuals for input to the change process
3.5	Identify and respond to barriers to the change in accordance with risk management plans
3.6	Action interventions and activities set out in project plan in accordance with project timetable
3.7	Activate strategies for embedding the change
3.8	Conduct regular evaluation and review, and modify project plan where appropriate to achieve change program objectives

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
innovation skills to think laterally and to develop creative means to enable people to accept change positively high level interpersonal and leadership skills to obtain acceptance of change processes and to inspire trust planning and organising skills to sequence events and to enable staff to be clear in times of change or turbulence.
Required knowledge
change management process/cycle organisational behaviour.

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documentation of a change process that details the rationale for the change and its objectives; the process of implementing the change and a critical evaluation of how the change process was managed techniques for responding to resistance to change knowledge of change management process/cycle.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios assessment of written reports on change management direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in responding to resistance to change review of change management project plan and communication/education plans review of documentation outlining consultation with relevant groups and individuals for input to the change process oral or written questioning to assess knowledge of organisational behaviour.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

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.
Strategic change needs refers to:	actions arising from strategic planning activities to bring about major change in the organisation (they may relate to people, processes, technology or structure)
External environment may refer to factors that are:	consumer driven ecological economic ethical legal political social technological
Major operational change requirements means:	changes which need to be made to the organisation to maintain or improve performance and/or competitive position
Relevant managers refers to:	managers who: are affected by the change are participating in the change project hold a leadership position in the organisation
Risk analysis means:	determination of the likelihood of a negative event preventing the organisation meeting its objectives and the likely consequences of such an event on organisational performance
Barriers to change may include:	challenges to group norms/established roles existing organisational culture existing reward systems fear of loss of status, security, power, friends interdepartmental rivalry/conflict lack of involvement in the change low morale vested interests
Mitigation strategies means:	strategies put in place or action taken to reduce or eliminate risk identified
Change management project plan includes:	budget methodology for change program objectives/outcomes timetable
Approvals refers to:	formal approval from the manager/s who have responsibility for the area/s of the organisation affected by the change project
Resources may include:	contractors employees/managers external/internal consultants financial/budget approval hardware/software physical assets
Interventions and activities may include:	action research career planning inter-group team building job redesign sensitivity training succession planning surveys (with feedback) team building termination or redeployment training transition analysis

Unit Sector(s)

empty

empt

Competency field

Creativity and Innovation - Innovation

Creativity and Innovation - Innovation

BSBINT401B Research international business opportunities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to ascertain the international business opportunities available and the feasibility of a particular opportunity. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who wish to investigate business opportunities outside Australia through offshore licensing. The activity could be undertaken by an owner/manager of a business or someone with a brief to investigate such opportunities. The unit does not cover scanning international markets to choose a country with which to do business. That area is covered in BSBINT403B Research international markets.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify international business opportunities	1.1. Investigate and identify business opportunities 1.2. Undertake a feasibility study to determine likely business viability 1.3. Identify specialist services and sources of advice where required
2. Identify business skills	2.1. Identify and take into account financial and business skills available in the identified country or countries when researching business opportunities 2.2. Access technical competencies required to take up identified business opportunities in the specific country or countries 2.3. Assess personal skills/attributes and match these against those perceived as necessary for a particular business opportunity 2.4. Identify, assess and document business risks according to resources available

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research and data collection skills to maintain knowledge of potential opportunities communication and negotiation skills to obtain information on opportunities from colleagues.
Required knowledge
identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: International Commercial Terms (INCOTERMS) trade modernisation legislation: Customs Legislation Amendment and Repeal Act, Import Processing Charges Act, Customs Depot Licensing Charges Amendment Act Trade Practices Act Warsaw Convention World Trade Organization determinations cultural aspects relevant to target markets principles of risk management relevant to the business opportunities.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: research that has led to decisions about taking up international business opportunities accessing different sources of information documenting outcomes of research knowledge of relevant Australian, international and local legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to relevant workplace documents access to information sources used by candidate.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of feasibility study to determine likely business viability analysis of responses to case studies and scenarios demonstration of research techniques observation of presentations oral or written questioning to assess knowledge of cultural aspects relevant to target markets assessment of documentation about business risks.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: research units or other international business units.

Range Statement

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.
Business opportunities may include:	amount and types of finance available consideration of applications and costings for trademarks, patents and standards accreditation expected financial viability finance required likely return on investment returns expected or required by owners skills of operator understanding of legal, cultural and other factors unique to the country of business
Business viability may include:	cost of modifying products and services to meet market requirements location and/or premises available market competition opportunities available resources available risk related to a particular business opportunity, especially in regard to occupational health and safety (OHS) and environmental considerations skills available timing/cyclical considerations
Specialist services may include:	accountants Austrade, state/territory departments and agencies, chambers of commerce business brokers/business consultants industry/trade associations lawyers and providers of legal advice online gateway
Business risks may include:	credit/payment risk of exporter not being paid or importer facing additional and unexpected costs associated with one or more of the following risks: bank risk - financial standing of institutions involved in transaction/s commercial risk - buyer insolvency country risk - war/civil unrest/political decisions/economy exchange rate - exchange rate fluctuations finance risk - sufficiency of funding performance risk - exporter/importer ability to deliver transfer risk - exchange control/trade control transport risk - loss of or damage to goods other relevant risks such as: legal risks associated with tax legislation, overlapping jurisdictions, regulations relevant to trading with international firms market competition OHS and environmental considerations resources available supply and demand

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - International Business

Co-requisite units

Co-requisite units

BSBITU402A Develop and use complex spreadsheets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use spreadsheet software to complete business tasks and to produce complex documents. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals employed in a range of work environments who require skills in the creation of complex spreadsheets to store and retrieve data. They may work as individuals providing administrative support within an enterprise, or may be independently responsible for designing and working with spreadsheets relevant to their own work roles.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to develop spreadsheet	1.1. Organise personal work environment in accordance with ergonomic requirements 1.2. Analyse task and determine specifications for spreadsheets 1.3. Identify organisational and task requirements in relation to data entry, storage, output, reporting and presentation requirements 1.4. Apply work organisation strategies and energy and resource conservation techniques to plan work activities
2. Develop a linked spreadsheet solution	2.1. Utilise spreadsheet design software functions and formulae to meet identified requirements 2.2. Link spreadsheets in accordance with software procedures 2.3. Format cells and use data attributes assigned with relative and/or absolute cell references, in accordance with the task specifications 2.4. Test formulae to confirm output meets task requirements
3. Automate and standardise spreadsheet operation	3.1. Evaluate tasks to identify those where automation would increase efficiency 3.2. Create, use and edit macros to fulfil the requirements of the task and automate spreadsheet operation 3.3. Develop, edit and use templates to ensure consistency of design and layout for forms and reports, in accordance with organisational requirements
4. Use spreadsheets	4.1. Enter, check and amend data in accordance with organisational and task requirements 4.2. Import and export data between compatible spreadsheets and adjust host documents, in accordance with software and system procedures 4.3. Use manuals, user documentation and online help to overcome problems with spreadsheet design and production 4.4. Preview, adjust and print spreadsheet in accordance with organisational and task requirements 4.5. Name and store spreadsheet in accordance with organisational requirements and exit the application without data loss or damage
5. Represent numerical data in graphic form	5.1. Determine style of graph to meet specified requirements and manipulate spreadsheet data if necessary to suit graph requirements 5.2. Create graphs with labels and titles from numerical data contained in a spreadsheet file 5.3. Save, view and print graph within designated time lines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to interpret and evaluate the purposes and uses of various features of spreadsheets and to use a variety of strategies for planning and reviewing own work proofreading and editing skills to check for accuracy and consistency of information by consulting additional resources numeracy skills to collate and present data, graphs and related references.
Required knowledge
advanced functions of spreadsheet software applications impact of formatting and design on the presentation and readability of data key provisions of relevant legislation from all forms of government, standards and codes that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety organisational policies and procedures.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: developing complex spreadsheets developing graphical representations of data contained in spreadsheets.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and software access to samples of data for inclusion in spreadsheets.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of authenticated documents from the workplace or training environment demonstration of techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: administration units other information and communications technology units.

Range Statement

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Work organisation strategies may include:	exercise breaks mix of repetitive and other activities rest periods
Energy and resource conservation techniques may include:	double-sided paper use recycling used and shredded paper re-using paper for rough drafts (observing confidentiality requirements) using power-save options for equipment
Spreadsheet design may include:	analysis appropriateness avoidance of blank rows and columns embedding cell references in formulae formulae formatting and reformatting functions headers and footers headings headings and labels identification and parameters import and export of data labels linked formulae multi-page documents pivot tables relative and absolute cell references split screen operation
Functions may include:	basic financial functions (if available) date functions logical functions (lookup, if, choose, true, false, conditions) mathematical functions (square root, integer, absolute value, round) simple nested functions statistical functions (standard deviation, count, maximum, minimum)
Formulae may include:	addition average comparison division exponentiation multiplication percentage subtraction combinations of above
Macros may include:	printing sections of a spreadsheet
Templates may include:	font types and sizes forms headers and footers headings page formats reports
Importing and exporting data may include:	proofreading reformatting split screen (if available)
Printing may include:	charts entire workbooks selected data within a worksheet worksheets
Naming and storing spreadsheets may include:	authorised access file naming conventions filing locations organisational policy for backing up files organisational policy for filing hard copies of spreadsheets security storage in folders and sub-folders storage on disk drives, CD-ROM, USB, tape back-up, server
Graphs may include:	bar line pie scatter stack 3D
Creating graphs may include:	data range keys and legends labels and titles naming sizing (if possible) using graph menu X and Y axis

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBLED101A Plan skills development

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify and document current skills and to plan future skills development under the guidance of an appropriate adviser. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals developing basic skills and knowledge of career planning and skills development in preparation for working in a broad range of settings.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Seek advice on future career directions	1.1. Identify possible career directions in industry or organisation 1.2. Identify and prioritise personal work goals 1.3. Discuss future work/career directions with appropriate people and identify additional skills requirements 1.4. Take into account personal values and attitudes regarding work and business, in planning future work/career directions 1.5. Identify additional skills required and determine appropriate method/s to acquire these skills
2. Conduct self assessment of skills	2.1. Identify work, life and study experiences relating to business 2.2. Assess current skills, knowledge and attitudes against a checklist of relevant competencies 2.3. Discuss results of self-assessment with trainer or assessor 2.4. Identify further skills development needs
3. Prepare portfolio of evidence	3.1. Identify and discuss types of evidence required 3.2. Develop a clear understanding of the purpose of evidence 3.3. Collect examples of evidence for portfolio 3.4. Complete application for recognition of current competency and/or personal resume with assistance from assessor

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy and communication skills to access information to identify career options and personal work goals, and to draft a portfolio of evidence problem-solving skills to solve routine problems related to the workplace, under direct supervision technology skills to use business equipment, under direction.
Required knowledge
importance of skills development in career planning terms sources of advice on career planning and skill development types of evidence and ways of creating portfolios of evidence.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documentation of personal strengths and areas for future skill development documentation of proposed career plan evidence of current competencies knowledge of the importance of skills development in career planning terms.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of resumes and career planning resources.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of prioritisation of personal work goals analysis of responses to case studies and scenarios observation of presentations oral or written questioning to assess knowledge of types of evidence and ways of creating portfolios of evidence review of documentation identifying further skills development needs analysis of portfolio.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other learning and development units.

Range Statement

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.
Appropriate people may include	assessors colleagues mentors supervisors trainers
Method/s to acquire additional skills may include:	attendance at workshop or demonstration formal course participation on-the-job coaching or mentoring work experience
Experiences relating to business may include:	family responsibilities study including formal or informal learning volunteer or recreational experience work experience
Checklist may include:	personal skills and attributes practical skills strengths and weaknesses
Relevant competencies may include:	academic results interpersonal skills organisation skills personal attributes personal skills e.g. demonstrated leadership, team work practical skills directly related to a workplace
Types of evidence may include:	academic results including informal studies personal interests and experiences previous employment recreational experiences volunteer work work experience
Purpose of evidence may include:	assessment of current competencies building a picture of personal attributes documentation of competencies relevant to the workplace identification of areas for further skill development identification of strengths and weaknesses
Personal resume may include:	contact details education and extra curricular activities past employment and/or volunteer work personal attributes, skills, strengths professional development i.e. formal or informal courses undertaken work experience work related or personal references

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Learning and Development

Co-requisite units

Co-requisite units

BSBLED401A Develop teams and individuals

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to determine individual and team development needs and to facilitate the development of the workgroup. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of learning and development who apply their skills in addressing development needs to meet team objectives. They may have responsibility to provide guidance or to delegate aspects of tasks to others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine development needs	1.1. Systematically identify and implement learning and development needs in line with organisational requirements 1.2. Ensure that a learning plan to meet individual and group training and development needs is collaboratively developed, agreed to and implemented 1.3. Encourage individuals to self-evaluate performance and identify areas for improvement 1.4. Collect feedback on performance of team members from relevant sources and compare with established team learning needs
2. Develop individuals and teams	2.1. Identify learning and development program goals and objectives, ensuring a match to the specific knowledge and skill requirements of competency standards relevant to the industry 2.2. Ensure that learning delivery methods are appropriate to the learning goals, the learning style of participants, and availability of equipment and resources 2.3. Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate individual and team achievement of competencies 2.4. Create development opportunities that incorporates a range of activities and support materials appropriate to the achievement of identified competencies 2.5. Identify and approve resources and time lines required for learning activities in accordance with organisational requirements
3. Monitor and evaluate workplace learning	3.1. Use feedback from individuals or teams to identify and implement improvements in future learning arrangements 3.2. Assess and record outcomes and performance of individuals/teams to determine the effectiveness of development programs and the extent of additional development support 3.3. Negotiate modifications to learning plans to improve the efficiency and effectiveness of learning 3.4. Document and maintain records and reports of competency according to organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to receive and report on feedback, to maintain effective relationships and to manage conflict culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities leadership skills to gain trust and confidence of clients and colleagues literacy skills to read, write and understand a variety of texts; and to edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information negotiation skills to achieve mutually acceptable outcomes technology skills to support effective communication and presentation.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) facilitation techniques to encourage team development and improvement organisational policies, plans and procedures career paths and competency standards relevant to the industry.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: identifying and implementing learning opportunities for others giving and receiving feedback from team members to encourage participation in and effectiveness of team creating learning plans to match skill needs knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of learning and development plans, policies and procedures examples of documents relating to diversity policies and procedures.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios oral or written questioning to assess knowledge of career paths and competency standards relevant to the industry review of records and reports of competency.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: management units other learning and development units.

Range Statement

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.
Learning and development needs may include:	career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study recognition of current competence/skills recognition work experience/exchange/opportunities workplace skills assessment
Organisational requirements may include:	access and equity principles and practices anti-discrimination and related policy business and performance plans confidentiality and security requirements defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs quality and continuous improvement processes and standards quality assurance and/or procedures manuals
Feedback on performance may include:	formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery
Learning delivery methods may include:	conference and seminar attendance formal course participation induction involvement in professional networks on-the-job coaching or mentoring presentations/demonstrations problem-solving work experience
Equipment and resources may include:	facilities funding guest speakers technological tools and equipment time training equipment such as whiteboards and audio-visual equipment
Coaching and mentoring assistance may include:	fair and ethical practice non-discriminatory processes and activities presenting and promoting a positive image of the collective group problem-solving providing encouragement providing feedback to another team member respecting the contribution of all participants and giving credit for achievements

Unit Sector(s)

Unit sector

Competency field

Competency field	Workforce Development - Learning and Development

Co-requisite units

Co-requisite units

BSBMGT402A Implement operational plan

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement the operational plan by monitoring and adjusting operational performance, producing short term plans for the department/section, planning and acquiring resources and providing reports on performance as required. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers are actively engaged in planning activities to achieve the measurable, stated objectives of the team and the organisation. This key role is carried out to provide safe, efficient and effective products and services to customer satisfaction within the organisation's productivity and profitability plans. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning, evaluation, leadership and guidance of others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Implement operational plan	1.1. Collate, analyse and organise details of resource requirements in consultation with relevant personnel, colleagues and specialist resource managers 1.2. Implement operational plans to contribute to the achievement of organisation's performance/business plan 1.3. Identify and use key performance indicators (KPIs) to monitor operational performance 1.4. Undertake contingency planning and consultation processes 1.5. Provide assistance in the development and presentation of proposals for resource requirements in line with operational planning processes
2. Implement resource acquisition	2.1. Recruit and induct employees within organisation's policies, practices and procedures 2.2. Implement plans for acquisition of physical resources and services within organisation's policies, practices and procedures and in consultation with relevant personnel
3. Monitor operational performance	3.1. Monitor performance systems and processes to assess progress in achieving profit/productivity plans and targets 3.2. Analyse and use budget and actual financial information to monitor profit/productivity performance 3.3. Identify unsatisfactory performance and take prompt action to rectify the situation according to organisational policies 3.4. Provide mentoring, coaching and supervision to support individuals and teams to use resources effectively, economically and safely 3.5. Present recommendations for variation to operational plans to the designated persons/groups and gain approval 3.6. Implement systems, procedures and records associated with performance in accordance with organisation's requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
coaching and mentoring skills to provide support to colleagues literacy skills to access and use workplace information, and to prepare reports planning and organising skills to monitor performance and to sequence work of self and others to achieve planned outcomes.
Required knowledge
principles and techniques associated with: contingency planning methods for monitoring and reporting on performance monitoring and implementing operations and procedures problem identification and methods of resolution relevant budgeting and financial analysis, interpretation and reporting requirements resource management systems at the tactical implementation level resource planning and acquisition tactical risk analysis including identification and reporting requirements.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to monitor and adjust operational performance, produce short-term plans for the department or section, plan and acquire resources, and provide reports on performance as required knowledge of principles and techniques associated with monitoring and implementing operations and procedures.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of documentation outlining contingency planning and consultation processes undertaken demonstration of techniques in managing performance evaluation of mentoring, coaching and supervision provided to support individuals and teams to use resources effectively, economically and safely.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Frontline Management.

Range Statement

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.
Resource requirements may refer to:	goods and services to be purchased and ordered human, physical and financial resources - both current and projected stock requirements and requisitions
Relevant personnel, colleagues and specialist resource managers may include:	colleagues and specialist resource managers managers occupational health and safety committees and other people with specialist responsibilities other employees people from a wide range of social, cultural and ethnic backgrounds, and people with a range of physical and mental abilities supervisors
Operational plans may refer to:	organisational plans tactical plans developed by the department or section to detail product and service performance
Key performance indicators may refer to:	measures for monitoring or evaluating the efficiency or effectiveness of a system, and which may be used to demonstrate accountability and to identify areas for improvements
Contingency planning may refer to:	contracting out or outsourcing human resources and other functions or tasks diversification of outcomes finding cheaper or lower quality raw materials and consumables increasing sales or production recycling and re-use rental, hire purchase or alternative means of procurement of required materials, equipment and stock restructuring of organisation to reduce labour costs risk identification, assessment and management processes seeking further funding strategies for reducing costs, wastage, stock or consumables succession planning
Consultation processes may refer to:	mechanisms used to provide feedback to the work team in relation to outcomes of consultation meetings, interviews, brainstorming sessions, email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual operational plans
Organisation's policies, practices and procedures may include:	organisational culture Standard Operating Procedures organisational guidelines which govern and prescribe operational functions, such as the acquisition and management of human and physical resources undocumented practices in line with organisational operations
Performance systems and processes may refer to:	informal systems used by frontline managers for the work team in the place of existing organisation-wide systems formal processes within the organisation to measure performance, such as: feedback arrangements individual and teamwork plans KPIs specified work outcomes
Designated persons/groups may include:	other affected work groups or teams and groups designated in workplace policies and procedures those who have the authority to make decisions and/or recommendations about operations such as workplace supervisors, other managers
Systems, procedures and records may include:	databases and other recording mechanisms for ensuring records are kept in accordance with organisational requirements individual and team performance plans organisational policies and procedures relative to performance

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT403A Implement continuous improvement

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement the organisation's continuous improvement systems and processes. Particular emphasis is on using systems and strategies to actively encourage the team to participate in the process, monitoring and reviewing performance, and identifying opportunities for further improvements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers have an active role in implementing the continuous improvement process to achieve the organisation's objectives. Their position, closely associated with the creation and delivery of products and services, means that they have an important role in influencing the ongoing development of the organisation. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning and evaluation, and leadership and guidance of others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Implement continuous improvement systems and processes	1.1. Implement systems to ensure that individuals and teams are actively encouraged and supported to participate in decision making processes, assume responsibility and exercise initiative 1.2. Communicate the organisation's continuous improvement processes to individuals and teams, and obtain feedback 1.3. Ensure effective mentoring and coaching allows individuals and teams to implement the organisation's continuous improvement processes
2. Monitor and review performance	2.1. Use the organisation's systems and technology to monitor and review progress and to identify ways in which planning and operations could be improved 2.2. Improve customer service through continuous improvement techniques and processes 2.3. Formulate and communicate recommendations for adjustments to those who have a role in their development and implementation
3. Provide opportunities for further improvement	3.1. Implement processes to ensure that team members are informed of savings and productivity/service improvements in achieving the business plan 3.2. Document work performance to aid the identification of further opportunities for improvement 3.3. Manage records, reports and recommendations for improvement within the organisation's systems and processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: coach and mentor team members gain the commitment of individuals and teams to continuously improve innovation skills to design better ways of performing work.
Required knowledge
principles and techniques associated with: benchmarking best practice change management continuous improvement systems and processes quality systems.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: taking active steps to implement, monitor and adjust plans, processes and procedures to improve performance supporting others to implement the continuous improvement system/processes, and to identify and report opportunities for further improvement knowledge of principles and techniques associated with continuous improvement systems and processes.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: assessment of written reports direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of principles and techniques associated with change management review of how the organisation's continuous improvement processeswascommunicated to individuals and teams review of documentation of work performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Frontline Management.

Range Statement

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.
Systems may refer to:	forums, meetings newsletters and reports organisational policies and procedures web-based communication devices
Participation in decision making processes may include:	feedback in relation to outcomes of the consultative process processes which ensures all employees have the opportunity to contribute to organisational issues
Continuous improvement processes may include:	cyclical audits and reviews of workplace, team and individual performance evaluations and monitoring of effectiveness implementation of quality systems, such as International Standardization for Organization (ISO) modifications and improvements to systems, processes, services and products policies and procedures which allow the organisation to systematically review and improve the quality of its products, services and procedures seeking and considering feedback from a range of stakeholders
Mentoring and coaching may refer to:	providing assistance with problem-solving providing feedback, support and encouragement teaching another member of the team, usually focusing on a specific work task or skill
Technology may include:	computerised systems and software such as databases, project management and word processing telecommunications devices any other technology used to carry out work roles and responsibilities
Customer service may be:	internal or external to existing, new or potential clients
Processes to ensure that team members are informed of savings and productivity/service improvements may refer to:	email/intranet, newsletters or other communication devices newsletters and bulletins staff reward mechanisms team meetings

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT502B Manage people performance

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to all managers and team leaders who manage people. It covers work allocation and the methods to review performance, reward excellence and provide feedback where there is a need for improvement. The unit makes the link between performance management and performance development, and reinforces both functions as a key requirement for effective managers. This is a unit that all managers/prospective managers who have responsibility for other employees should strongly consider undertaking.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Allocate work	1.1. Consult relevant groups and individuals on work to be allocated and resources available 1.2. Develop work plans in accordance with operational plans 1.3. Allocate work in a way that is efficient, cost effective and outcome focussed 1.4. Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals 1.5. Develop and agree performance indicators with relevant staff prior to commencement of work 1.6. Conduct risk analysis in accordance with the organisational risk management plan and legal requirements
2. Assess performance	2.1. Design performance management and review processes to ensure consistency with organisational objectives and policies 2.2. Train participants in the performance management and review process 2.3. Conduct performance management in accordance with organisational protocols and time lines 2.4. Monitor and evaluate performance on a continuous basis
3. Provide feedback	3.1. Provide informal feedback to staff on a regular basis 3.2. Advise relevant people where there is poor performance and take necessary actions 3.3. Provide on-the-job coaching when necessary to improve performance and to confirm excellence in performance 3.4. Document performance in accordance with the organisational performance management system 3.5. Conduct formal structured feedback sessions as necessary and in accordance with organisational policy
4. Manage follow up	4.1. Write and agree performance improvement and development plans in accordance with organisational policies 4.2. Seek assistance from human resources specialists where appropriate 4.3. Reinforce excellence in performance through recognition and continuous feedback 4.4. Monitor and coach individuals with poor performance 4.5. Provide support services where necessary 4.6. Counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary 4.7. Terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poor-performance continues

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to articulate expected standards of performance, to provide effective feedback and to coach staff who need development risk management skills to analyse, identify and develop mitigation strategies for identified risks planning and organisation skills to ensure a planned and objective approach to the performance management system.
Required knowledge
relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination relevant awards and certified agreements performance measurement systems utilised within the organisation unlawful dismissal rules and due process staff development options and information.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documented performance indicators and a critical description and analysis of performance management system from the workplace techniques in providing feedback and coaching for improvement in performance knowledge of relevant awards and certified agreements.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios assessment of written reports demonstration of techniques in providing feedback and coaching direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of work plans, performance indicators, risk analysis,performance management and review processes, performance improvement and development plans.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other management units.

Range Statement

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.
Performance standards mean:	level of performance sought from an individual or group which may be expressed either quantitatively or qualitatively
Code of Conduct means:	agreed (or decreed) set of rules relating to employee behaviour/conduct with other employees or an agreed (or decreed) set of rules relating to employee behaviour/conduct with other employees or customers
Performance indicators mean:	measures against which performance outcomes are gauged
Risk analysis means:	determination of the likelihood of a negative event preventing the organisation meeting its objectives and the likely consequences of such an event on organisational performance
Performance management means:	in accordance with relevant industrial agreements process or set of processes for establishing a shared understanding of what an individual or group is to achieve, and managing and developing individuals in a way which increases the probability it will be achieved in both the short- and long-term
Excellence in performance means:	regularly and consistently exceeding the performance targets established while meeting the organisation's performance standards
Termination means:	cessation of the contract of employment between an employer and an employee, at the initiative of the employer within relevant industrial agreements

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT503A Prepare budgets and financial plans

Modification History

Not applicable.

Unit Descriptor

This unit covers the preparation of financial plans and budgets by operational/non-financial managers, as required by their particular organisation.

This unit is related to BSBMGT504A Manage budgets and financial plans.

This unit covers the preparation of financial plans and budgets by operational/non-financial managers, as required by their particular organisation.

This unit is related to BSBMGT504A Manage budgets and financial plans.

Application of the Unit

Not applicable.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

Not applicable.

Elements and Performance Criteria Pre-Content

Not applicable.

Elements and Performance Criteria

Elements and Performance Criteria
Element	Performance Criteria
1	Analyse strategic and operational plans	1.1	Strategic opportunities are expressed in terms of tactical and operational objectives
1.2	Tactical and operational objectives are converted into special projects or work programs
1.3	Financial trends are analysed and interpreted in the context of the organisational strategic objectives
1.4	Financial planning objectives, process timeframes and resources are clearly identified
2	Develop revenue, expenditure and capital investment proposals	2.1	Individuals and groups are given responsibility for the development of specific budgets and plans
2.2	Consultation occurs with all relevant groups and individuals throughout the organisation
2.3	Proposals are developed taking account of past experience, present trends and future expectations
2.4	Outcomes of proposals are clearly linked to organisational strategic objectives
2.5	Realistic cost benefit and risk analyses/management plans are incorporated into all proposals
2.6	Organisational investment target rates are met for capital expenditure proposals
2.7	Performance measures and tactics for monitoring and control processes are identified for each proposal/action
2.8	Proposals comply with the organisation's values, policies, Code of Conduct, legal and ethical obligations
2.9	Proposals are developed within the agreed timeframes
2.10	Supporting evidence is valid and sufficient to allow proper evaluation of the proposals
3	Build agreement for budgets and financial plans	3.1	Negotiation is undertaken with relevant groups and individuals in ways that build commitment to the plans
3.2	Links to the achievement of organisational strategic objectives are identified and agreed
3.3	Outcomes are confirmed in terms of clear, concise objectives and timeframes
3.4	Negotiations lead to a clear agreement of those matters to be incorporated into budgets and plans
3.5	Budgets and plans incorporate the outcomes of negotiations and meet organisation's approval processes
3.6	Delegations, accountabilities and responsibilities are agreed and confirmed in writing
3.7	Final budget and plans are clearly documented and a communication plan developed

Required Skills and Knowledge

Not applicable.

Evidence Guide

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.

Critical Aspects of Evidence

Each of the elements needs to be clearly evidenced, both in terms of outcome and process, but this can be achieved through a holistic project approach to assessment

Evidence needs to determine that people not only have done and can do what is required, but that they understand why these activities need to be undertaken

Evidence of preparation and negotiation of proposed with clear links to strategic and operational plans

OHS considerations may include:

sufficient resources for OHS in strategic and operational plans

proposals include OHS risk assessment and control

proposals meet OHS legislative requirements and address organisational OHS objectives

Underpinning Knowledge*

* At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.

Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

Financial planning within the organisation

Budgeting

Organisation's objectives and plans (strategic, tactical and operational)

Consultative methods and processes

Capital investment evaluation techniques

Performance measurement

Organisation roles in respect to financial delegations, accountabilities and responsibilities

Standards for organisational record-keeping and audit requirements

Underpinning Skills

Analytical skills to analyse and interpret relevant financial information

Financial planning skills to develop formal estimates of reviews, costs, cash flows and logistic requirements

Communication/consultation skills to ensure all relevant groups and individuals are advised of what is occurring and are provided with an opportunity for input

Cost and benefit analysis skills to produce balanced arguments to support financial proposals

Risk management skills to assess probability and consequences of any potential negative event

Investment analysis skills to evaluate capital expenditure proposals (NPV, IROR, etc)

Negotiation skills to negotiate agreement on budgets and financial plans with the relevant managers

Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

Resource Implications

The learner and trainer should have access to appropriate documentation and resources normally used in the workplace

Consistency of Performance

In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations

Context/s of Assessment

Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement

Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package

Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment

Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competency Levels at the end of this unit

Key Competency Levels

Collecting, analysing and organising information (Level 3) - to support budget proposals

Communicating ideas and information (Level 3) - to develop a communication plan for the budget

Planning and organising activities (Level 3) - to develop budgets

Working with teams and others (Level 3) - to ensure appropriate groups and individuals participate in the process

Using mathematical ideas and techniques (Level 2) - to build the budget and other financial plans

Solving problems (Level 3) - to successfully negotiate commitment to the plans

Using technology (Level 2) - to assemble the plans and communicate them to users of the plans

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.

Critical Aspects of Evidence

Each of the elements needs to be clearly evidenced, both in terms of outcome and process, but this can be achieved through a holistic project approach to assessment

Evidence needs to determine that people not only have done and can do what is required, but that they understand why these activities need to be undertaken

Evidence of preparation and negotiation of proposed with clear links to strategic and operational plans

OHS considerations may include:

sufficient resources for OHS in strategic and operational plans

proposals include OHS risk assessment and control

proposals meet OHS legislative requirements and address organisational OHS objectives

Underpinning Knowledge*

* At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.

Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

Financial planning within the organisation

Budgeting

Organisation's objectives and plans (strategic, tactical and operational)

Consultative methods and processes

Capital investment evaluation techniques

Performance measurement

Organisation roles in respect to financial delegations, accountabilities and responsibilities

Standards for organisational record-keeping and audit requirements

Underpinning Skills

Analytical skills to analyse and interpret relevant financial information

Financial planning skills to develop formal estimates of reviews, costs, cash flows and logistic requirements

Communication/consultation skills to ensure all relevant groups and individuals are advised of what is occurring and are provided with an opportunity for input

Cost and benefit analysis skills to produce balanced arguments to support financial proposals

Risk management skills to assess probability and consequences of any potential negative event

Investment analysis skills to evaluate capital expenditure proposals (NPV, IROR, etc)

Negotiation skills to negotiate agreement on budgets and financial plans with the relevant managers

Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

Resource Implications

The learner and trainer should have access to appropriate documentation and resources normally used in the workplace

Consistency of Performance

In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations

Context/s of Assessment

Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement

Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package

Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment

Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competency Levels at the end of this unit

Key Competency Levels

Collecting, analysing and organising information (Level 3) - to support budget proposals

Communicating ideas and information (Level 3) - to develop a communication plan for the budget

Planning and organising activities (Level 3) - to develop budgets

Working with teams and others (Level 3) - to ensure appropriate groups and individuals participate in the process

Using mathematical ideas and techniques (Level 2) - to build the budget and other financial plans

Solving problems (Level 3) - to successfully negotiate commitment to the plans

Using technology (Level 2) - to assemble the plans and communicate them to users of the plans

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Range Statement

The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:

Legislation, codes and national standards relevant to the workplace which may include:

award and enterprise agreements and relevant industrial instruments

relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

relevant industry codes of practice

Strategic opportunities may include:

new product/service development

new models/revisions of products/services

expansion/contraction of operational activities

alliances/joint ventures

outsourcing/in-sourcing

Budgets and plans may include:

operation/production budgets

financial budgets

sales budgets

capital expenditure budgets

cash flow plans

Relevant groups and individuals means:

all personnel within the organisation affected by the budgets and financial plans being developed

Investment target rates refers to:

the minimum percentage rate of return required by the organisation for a capital investment project to proceed

Capital expenditure means:

those components of the budget which, for internal policy reasons, are considered to provide benefits over more than one financial period and are to be evaluated as capital expenditure projects

Legal and ethical obligations means:

compliance with all relevant statutes, regulations and audit requirements of the organisation, along with the organisation's policies and values

Supporting evidence may include:

cost/benefit analyses

risk management plans

market research results

net present value

interest rate of return

pay pack calculations

Delegations means:

the decision-making accountabilities relating to the person's position description and/or other written and verbal delegations

Accountabilities and responsibilities means:

clarification of who is to be accountable for a decision or action prior to its execution, and identification of groups, individuals and activities for which a person is responsible for managing

The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:

Legislation, codes and national standards relevant to the workplace which may include:

award and enterprise agreements and relevant industrial instruments

relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

relevant industry codes of practice

Strategic opportunities may include:

new product/service development

new models/revisions of products/services

expansion/contraction of operational activities

alliances/joint ventures

outsourcing/in-sourcing

Budgets and plans may include:

operation/production budgets

financial budgets

sales budgets

capital expenditure budgets

cash flow plans

Relevant groups and individuals means:

all personnel within the organisation affected by the budgets and financial plans being developed

Investment target rates refers to:

the minimum percentage rate of return required by the organisation for a capital investment project to proceed

Capital expenditure means:

those components of the budget which, for internal policy reasons, are considered to provide benefits over more than one financial period and are to be evaluated as capital expenditure projects

Legal and ethical obligations means:

compliance with all relevant statutes, regulations and audit requirements of the organisation, along with the organisation's policies and values

Supporting evidence may include:

cost/benefit analyses

risk management plans

market research results

net present value

interest rate of return

pay pack calculations

Delegations means:

the decision-making accountabilities relating to the person's position description and/or other written and verbal delegations

Accountabilities and responsibilities means:

clarification of who is to be accountable for a decision or action prior to its execution, and identification of groups, individuals and activities for which a person is responsible for managing

Unit Sector(s)

Not applicable.

BSBMGT515A Manage operational plan

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to people who manage the work of others and operate within the parameters of a broader strategic and/or business plan. The task of the manager at this level is to develop and implement an operational plan to ensure that the objectives and strategies outlined in the strategic and/or business plan are met by work teams. However in some larger organisations operational plans may be developed by a strategic planning unit. At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop operational plan	1.1. Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers 1.2. Develop and/or implement consultation processes as an integral part of the operational planning process 1.3. Ensure details of the operational plan include the development of key performance indicators to measure organisational performance 1.4. Develop and implement contingency plans at appropriate stages of operational planning 1.5. Ensure the development and presentation of proposals for resource requirements is supported by a variety of information sources and seek specialist advice as required 1.6. Obtain approval for plan from relevant parties and ensure understanding among work teams involved
2. Plan and manage resource acquisition	2.1. Develop and implement strategies to ensure that employees are recruited and/or inducted within the organisation's human resources management policies and practices 2.2. Develop and implement strategies to ensure that physical resources and services are acquired in accordance with the organisation's policies, practices and procedures
3. Monitor and review operational performance	3.1. Develop, monitor and review performance systems and processes to assess progress in achieving profit and productivity plans and targets 3.2. Analyse and interpret budget and actual financial information to monitor and review profit and productivity performance 3.3. Identify areas of under performance, recommend solutions, and take prompt action to rectify the situation 3.4. Plan and implement systems to ensure that mentoring and coaching are provided to support individuals and teams to effectively, economically and safely use resources 3.5. Negotiate recommendations for variations to operational plans and gain approval from designated persons/groups 3.6. Develop and implement systems to ensure that procedures and records associated with documenting performance are managed in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to access and use workplace information and to write a succinct and practical plan technology skills to use software to produce and monitor the plan against performance indicators planning and organisational skills coaching skills to work with people with poor performance numeracy skills to allocate and manage financial resources.
Required knowledge
models and methods for operational plans budgeting processes alternative approaches to improving resource usage and eliminating resource inefficiencies and waste.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of an operational plan with details of how it will be implemented and monitored knowledge of models and methods for operational plans.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of budgeting processes review of operational plan, key performance indicators and contingency plans evaluation of employee recruitment and induction strategies evaluation of processes implemented to acquire physical resources and services.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

Range Statement

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.
Resource requirements may include:	goods and services to be purchased and ordered human, physical and financial resources - both current and projected stock requirements and requisitions
Relevant personnel, colleagues and specialist resource managers may include:	employees at the same level or more senior managers managers occupational health and safety committee/s and other people with specialist responsibilities supervisors union or employee representatives
Consultation processes may refer to:	email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual operational plans mechanisms used to provide feedback to the work team in relation to outcomes of consultation meetings, interviews, brainstorming sessions
Operational plans may also be termed:	action plans annual plans management plans tactical plans
Key performance indicators may refer to:	measures for monitoring or evaluating the efficiency or effectiveness of a system which may be used to demonstrate accountability and to identify areas for improvements
Contingency plans may include:	contracting out or outsourcing human resources and other functions or tasks diversification of outcomes finding cheaper or lower quality raw materials and consumables increasing sales or production recycling and re-using rental, hire purchase or alternative means of procurement of required materials, equipment and stock restructuring of organisation to reduce labour costs risk identification, assessment and management processes seeking further funding strategies for reducing costs, wastage, stock or consumables succession planning
Organisation's policies, practices and procedures may include:	organisational culture organisational guidelines which govern and prescribe operational functions, such as the acquisition and management of human and physical resources Standard Operating Procedures undocumented practices in line with organisational operations
Designated persons/groups may include:	groups designated in workplace policies and procedures managers or supervisors whose roles and responsibilities include decision making on operations other stakeholders such as Board members other work groups or teams whose work will be affected by recommendations for variations

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT605B Provide leadership across the organisation

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to demonstrate senior leadership behaviour, and personal and professional competence. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to senior managers who have a role in inspiring and motivating others to achieve organisational goals and to model professionalism in their organisation and industry. Leadership is seen in the context of the organisational mission. Business ethics are also addressed in this unit. The unit may relate equally to leadership of a small to medium sized organisation or to a business unit or area in a large organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Communicate organisational mission and goals	1.1. Clarify objectives, values and standards in accordance with organisation's strategic direction 1.2. Establish linkages between organisational objectives, values and standards and the responsibilities of relevant groups and individuals 1.3. Ensure media and language used is appropriate to individuals and group circumstances 1.4. State clear expectations of internal groups and individuals and explain in a manner which builds commitment to the organisation 1.5. Address expectations of the organisation 1.6. Investigate incidents promptly and communicate results clearly to relevant groups and individuals
2. Influence groups and individuals	2.1. Build trust, confidence and respect of diverse groups and individuals, through positive role modelling, and effective communication and consultation 2.2. Embrace, resource and effectively implement improvements to organisational and workplace culture 2.3. Demonstrate understanding of the global environment and new technology in work activities 2.4. Ensure actions convey flexibility and adaptability to change and accessibility 2.5. Ensure consultation and participation in decision making occurs with relevant groups and individuals where appropriate 2.6. Ensure decision making takes into account needs and expectations of both internal and external groups 2.7. Ensure decision making occurs in accordance with risk management plans for all options, and within appropriate timeframes 2.8. Ensure that the organisation is represented positively in the media and community
3. Build and support teams	3.1. Assign accountabilities and responsibilities to teams consistent with their competencies and operational plans 3.2. Ensure teams are resourced to allow them to achieve their objectives 3.3. Empower teams and individuals through effective delegation and support for their initiatives 3.4. Create and maintain a positive work environment 3.5. Encourage teams and individuals to develop innovative approaches to the performance of work
4. Demonstrate personal and professional competence	4.1. Model ethical conduct in all areas of work and encourage others to adopt business ethics 4.2. Adapt appropriate interpersonal and leadership styles to meet particular circumstances and situations 4.3. Set and achieve personal objectives and work program outcomes 4.4. Ensure self performance and professional competence is continuously improved through engagement in a range of professional development activities 4.5. Participate regularly in industry/professional networks and groups

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
interpersonal skills to communicate and inspire trust and confidence of others and to ensure their cooperation and support networking skills to ensure support from key groups and individuals for concepts/ideas/products/services risk management skills to analyse, identify and develop mitigation strategies for identified risks.
Required knowledge
business ethics and their application leadership styles and their application legislation, codes and by-laws relevant to the organisation's operations organisation mission, purpose and values organisation objectives, plans and strategies organisational change processes.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: input from a wide range of sources providing evidence in respect to a broad range of activities and application of business ethics demonstration of personal competence that links to the organisation's requirements for managers effective communication skills and an ability to win commitment to the organisation and its activities knowledge of leadership styles and their application knowledge of legislation, codes and by-laws relevant to the organisation's operations.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated leadership techniques observation of presentations review of media and language used when communicating with individuals and groups evaluation of accountabilities and responsibilitiesassigned to teams review of documentation outlining personal objectives and work program outcomes review of professional development activities undertaken to improve self performance and professional competence.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Advanced Diploma of Management.

Range Statement

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.
Expectations of the organisation include:	environmental management occupational health and safety product safety service values and ethics other relevant factors
Incidents may include:	emergency response environmental event (emissions, noise, etc.) product failure workplace accident
Risk management means:	process of identification of potential negative events and the development of plans to mitigate or minimise the likelihood of the negative event occurring and/or the consequences in the event it does occur
Accountabilities and responsibilities means:	clarification of who is to be accountable for a decision or action prior to its execution, and identification of groups, individuals and activities for which a person is responsible for managing
Positive work environment means:	environment where employees identify with the organisation and its purpose and where communication is free-flowing, decisions are transparent and conflict is positive and constructive

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT608B Manage innovation and continuous improvement

Modification History

Not Applicable

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to sustain and develop an environment in which continuous improvement, innovation and learning are promoted and rewarded.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

This unit applies to people who have managerial responsibilities which include building a better and more effective work environment. Continuous improvement and innovation have links with the model of the learning organisation and people working at this level play an important role in building the culture, values and attitudes of the organisation.

Links may be made between continuous improvement and formal quality systems such as International Standardization for Organization (ISO) or quality software. However it is not assumed that formal quality systems or software are in the workplace.

Innovation is seen as an important attitude and set of practices which should be fostered by people working at this level in teams and across the organisation.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Review programs, systems and processes	1.1. Establish strategies to monitor and evaluate performance of key systems and processes 1.2. Undertake detailed analyses of supply chains, operational and product/service delivery systems 1.3. Identify performance measures, and assessment tools and techniques, and evaluate their effectiveness 1.4. Analyse performance reports and variance from plans for all key result areas of the organisation 1.5. Identify and analyse changing trends and opportunities relevant to the organisation 1.6. Seek advice from specialists, where appropriate, to identify technology and electronic commerce opportunities
2. Develop options for continuous improvement	2.1. Brief groups on performance improvement strategies and innovation as an essential element of competition 2.2. Foster creative climate and organisational learning through the promotion of interaction within and between work groups 2.3. Encourage, test and recognise new ideas and entrepreneurial behaviour where successful 2.4. Accept failure of an idea during trialling, and recognise, celebrate and embed success into systems 2.5. Undertake risk management and cost benefit analyses for each option/idea approved for trial 2.6. Approve innovations through agreed organisational processes
3. Implement innovative processes	3.1. Promote continuous improvement as an essential part of doing business 3.2. Address impact of change and consequences for people, and implement transition plans 3.3. Ensure objectives, timeframes, measures and communication plans are in place to manage implementation 3.4. Implement contingency plans in the event of non-performance 3.5. Follow-up failure by prompt investigation and analysis of causes 3.6. Manage emerging challenges and opportunities effectively 3.7. Evaluate continuous improvement systems and processes regularly 3.8. Communicate costs and benefits of innovations and improvements to all relevant groups and individuals

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to identify improvement opportunities in relation to the services/products delivered or concepts/ideas developed flexibility and creativity skills to think laterally leadership skills to foster a commitment to quality and an openness to innovation.
Required knowledge
quality management and continuous improvement theories creativity/innovation theories/concepts risk management.

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documentation of consultation processes to introduce or evaluate an existing continuous improvement process or system, including suggested actions or an action plan generation of an idea or concept which exhibits creative thinking and which offers the possibility of advantaging the organisation how the concept or idea was introduced, tested and evaluated - the idea or concept does not have to have been shown to work or to be adopted by the business knowledge of quality management and continuous improvement theories.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios assessment of written reports direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of creativity/innovation theories/concepts evaluation of strategies established to monitor and evaluate performance of key systems and processes review of briefing of groups on performance improvement strategies and innovation review of documentation communicating costs and benefits of innovations and improvements to relevant groups and individuals.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Advanced Diploma of Management.

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.
Supply chains includes:	network of facilities that procures raw materials, transforms them into intermediate products (or services) and then finished goods (or services), and delivers them through a distribution system procurement, production and distribution, which are viewed as being interlinked not as discrete elements
Performance reports may include:	budget/cost variance customer service environmental financial occupational health and safety quality other operating parameters
Specialists refers to:	those people inside and outside the organisation who are expert in the application of technology to process systems and procedures, relevant to the organisation's business
Creative climate means:	climate of high motivation with extensive expertise, and deliberative and lateral thinking time to think through and test out ideas
Organisational learning refers to:	extent to which groups and individuals within an organisation are given the opportunity to learn from each other and encouraged to share their learning
Risk management means:	process of identification of potential negative events and the development of plans to mitigate or minimise the likelihood of the negative event occurring and/or the consequences in the event it does occur
Cost benefit analyses means:	calculation to determine whether the results/outcomes of a particular course of action are sufficient to justify the costs and risks in taking that action
Continuous improvement means:	consistently reviewing what we do in search of a better way and improving the organisation in every aspect of its activities
Transition plan means:	process of communication and education to help people through major change programs which impact on the way they do their work or them personally
Contingency plan means:	plan which will deal with the uncertainty of a proposal and will come into operation in the event of a failure or non-conformance

Unit Sector(s)

Management and Leadership - Management

BSBMGT615A Contribute to organisation development

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to contribute to the creation of an organisation development plan which ensures that the organisation will become more effective over time in achieving its goals. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to senior managers with organisation wide responsibilities who are critically involved in shaping and focussing the organisation so that it can adapt to new technologies, challenges and markets. People who have this responsibility may be in a dedicated organisation design role or may be change managers, or human resources managers. They may also be employed as consultants or contractors.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop organisation development plan	1.1. Analyse strategic plans to determine organisation development needs and objectives 1.2. Consult with relevant groups and individuals to profile the organisation's culture and readiness for organisational development 1.3. Determine who will take key roles in the organisational development process and confirm their commitment 1.4. Collect and analyse data on areas of the business experiencing problems or that need realignment 1.5. Determine and agree on objectives and strategies for organisational development 1.6. Consider change management techniques required to achieve the workplace culture outcomes and build them into the organisation development plan 1.7. Develop communication/education plans to achieve communication objectives in relation to the desired work environment and desired approach to problem-solving and developmental activities
2. Implement organisation development activities	2.1. Identify and implement consultative processes to maximise participation in the organisation development process 2.2. Undertake team development and training activities to develop collaborative approaches to problem-solving and development 2.3. Facilitate groups to articulate problems and to propose means for resolving the problems 2.4. Manage conflict between individuals and/or groups to achieve consensus or agreement 2.5. Undertake interventions in accordance with the organisation development plan 2.6. Brainstorm alternative proposals, and negotiate and agree on outcomes
3. Maintain organisation development program	3.1. Undertake surveys to identify any loss of support for organisation development program and activities 3.2. Maintain regular team meetings and individual feedback in accordance with communication plan 3.3. Set out activities and interventions in the organisation development plan and maintain, evaluate and modify them as required 3.4. Ensure senior management reinforces organisation development program by ongoing messages of support and appropriate resource allocation 3.5. Evaluate organisation development plans in terms of costs and benefits, including opportunity costs

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
leadership skills to gain commitment and followership communication and interpersonal skills to persuade others lateral thinking skills to find new, improved or different ways of working or engineering the organisation.
Required knowledge
planning processes concepts and theory of organisation behaviour; organisation dynamics; organisation culture; organisation change.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: detailed organisation development plan which clearly addresses what is to be developed and why, and how development will occur analysis of an organisation development process knowledge of concepts and theory of organisation behaviour; organisation dynamics; organisation culture; organisation change.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to organisation development processes or organisational case studies assessment of written reports on organisation development direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in engaging others in change processes review of analysis of data on areas of the business experiencing problems or that need realignment review of documentation outlining interventions undertaken review of organisation development consultative processes implemented evaluation of documentation outlining alternative proposals brainstormed, and negotiation and agreement on outcomes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Advanced Diploma of Management.

Range Statement

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.
Relevant groups and individuals refers to:	personnel who have knowledge about the issue being dealt with and the expertise to assist the decision-making process
Change management techniques may include:	business re-engineering consultative processes job redesign organisational redesign sensitivity training systems redesign work re-organisation
Communication/education plans refers to:	documented range of activities designed to ensure all affected groups and individuals (and other relevant parties) obtain sufficient knowledge to allow them to understand what is happening and why, and to allow them to participate where appropriate
Team development and training activities may include:	computer-based training group work one-on-one sessions informal coaching mentoring sensitivity training
Activities and interventions may include:	action research brainstorming career planning inter-group team building job redesign quality circles re-engineering sensitivity training succession planning surveys (with feedback) team building training transition analysis

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT616A Develop and implement strategic plans

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in senior roles in the organisation, who have responsibility for ensuring that the organisation is positioned to ensure its long term viability and success. The unit covers the requirements for analysing the organisation's present position, and for developing specific actions and initiatives that will be undertaken by people working in various roles.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Confirm organisational vision and mission	1.1. Check with stakeholders that organisational vision and mission are still held to be current and are supported 1.2. Make any changes or refinements to vision or mission statement as required 1.3. Review or develop organisational values to support the vision and mission statement 1.4. Gain support for strategic planning process from all relevant stakeholders
2. Analyse the internal and external environment	2.1. Determine information requirements and undertake or commission research to deliver relevant information 2.2. Analyse political, economic, social, and technological developments in a global context 2.3. Seek advice from appropriate experts wherever necessary 2.4. Identify and consider strengths and weaknesses of existing and potential competitors and allies 2.5. Analyse organisation's strengths, weaknesses, opportunities and threats 2.6. Consider co-operative ventures that are supported by risk and cost-benefit analyses, are consistent with the organisational vision, mission and values, and provide for due diligence 2.7. Check that analysis of internal and external environment is consistent with the perspectives of other informed people
3. Write strategic plan	3.1. Document relevant research and background for inclusion in the strategic plan 3.2. Formulate strategic objectives and strategies needed for the future 3.3. Detail each strategy with an assigned priority, a timeframe, responsible parties and measurable performance indicators 3.4. Circulate strategic plan for comment, support and endorsement
4. Implement strategic plan	4.1. Communicate strategic plan to all relevant parties 4.2. Brief people with a specific role in relation to strategies 4.3. Use performance indicators to monitor progress in implementing plan 4.4. Make necessary refinements to plan 4.5. Evaluate achievement of objectives at agreed milestones 4.6. Review effectiveness of plan and consider methods for improving strategic planning processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to undertake value chain analysis, to review strengths and weaknesses, and to collate and interpret statistical data including trend analysis financial skills to consider resource implications of proposed strategies research skills to ensure accurate, up-to-date information is available for the environmental analysis risk management skills to plan and undertake appropriate due diligence.
Required knowledge
relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination strategic planning methodologies including political, economic, social and technological (PEST) analysis and strengths, weaknesses, opportunities and threats analysis (SWOT) competitor knowledge codes and by-laws relevant to the organisation's operations.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: thorough analysis of the organisation's own capabilities, those of their existing potential competitors and allies, and the external environment strategic plan which includes objectives, strategies, timeframes, performance indicators and methods for monitoring the implementation of the plan knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of strategic planning methodologies review of documentation outlining strengths and weaknesses of existing and potential competitors and allies review of strategies and their assigned priority, timeframe, responsible parties and performance indicators.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Advanced Diploma of Management.

Range Statement

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.
Stakeholders may include:	Board customers employees government agencies owners shareholders technical advisers
Research may include:	commissioned research demographics economics internal research market segmentation political product social technological
Global context means:	examination on a world-wide basis of factors which may impact on the long-term strategic direction of the business
Due diligence means:	process by which an investor, lawyer, auditor, or other qualified person, verifies the accuracy of data provided by another organisation

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMGT617A Develop and implement a business plan

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers. Business plans are critical tools for business growth and development. They will vary depending on the needs of the organisation. This unit covers the typical elements of a business plan and the standard approaches to be used in implementing a business plan. The business plan should be supported by a strategic plan, and may also be supported by a marketing plan and cash flow forecasts.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop business plan	1.1. Review and evaluate pre-existing strategic, business and operational plan, if available 1.2. Analyse and interpret business vision, mission, values and objectives 1.3. Consult with key stakeholders 1.4. Review market requirements for the product or service, profile customer needs and research pricing options 1.5. Develop performance objectives and measures through consultation with key stakeholders 1.6. Identify financial, human and physical resource requirements for the business 1.7. Consider any permits or licences that may be required for new activity 1.8. Write business plan
2. Monitor performance	2.1. Communicate business plan to all relevant parties and ensure understanding of performance requirements and timeframes 2.2. Ensure skilled labour is available to implement plan 2.3. Test performance measurement systems and refine, if necessary 2.4. Ensure timely reports on all key aspects of the business are available, user-friendly and balanced in terms of financial and non-financial performance 2.5. Report system failures, product failures and variances to the business plan as they occur
3. Respond to performance data	3.1. Analyse performance reports against planned objectives 3.2. Review performance indicators and refine if necessary 3.3. Ensure groups and individuals contributing to under-performance are coached, and provide training where appropriate 3.4. Review system processes and work methods regularly as part of continuous improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical and research skills to review the market, to research competitors and to review pricing structures coaching and communication skills to remediate any under-performance in the work group or individuals planning and organising skills to sequence activities and to develop a logical structure.
Required knowledge
performance measurement approaches and benchmarking options for developing business plans.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: analysis of the strengths and weaknesses of a range of business plans implementation of a business plan including evaluation of performance against documented indicators in key results areas knowledge of performance measurement approaches and benchmarking.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: assessment of written reports/examples of business plans and their outcomes direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of options for developing business plans review of development of performance objectives and measures review of how business plan was communicated to all relevant parties.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Advanced Diploma of Management.

Range Statement

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.
Strategic, business and operational plan may include:	previously formulated: action plan business goals competitor analysis financing arrangements or financial targets management arrangements and/or personnel requirements marketing approaches product or service research or analysis
Key stakeholders may include:	business partners or financiers customers shareholders staff technical experts or advisers
Performance objectives and measures may relate to:	efficiency measures input measures such as staff time or dollars allocated outcomes measures qualitative indicators such as feedback from customers, effect on the wider market or competitors, staff reports quantitative indicators, such as numbers produced and sold, turnover, customer satisfaction ranking, lower staff turnover
Business plan includes:	description of the business business products and services marketing activity financial indicators productivity and performance targets for key result areas such as: community awareness or branding environmental impact governance or management quality sales triple bottom line workforce
Coaching refers to:	informal on-the-job and off-the-job advice and training to improve performance

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBMKG413A Promote products and services

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to coordinate and review the promotion of an organisation's products and services. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of the promotion of products and services specific to an organisation. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan promotional activities	1.1. Identify and assess promotional activities to ensure compatibility with organisational requirements 1.2. Plan and schedule promotional activities according to the marketing needs of the organisation 1.3. Determine overall promotional objectives in consultation with designated individuals and groups 1.4. Ensure that time lines and costs for promotion of activities are realistic and consistent with budget resources 1.5. Develop action plans to provide details of products and services being promoted
2. Coordinate promotional activities	2.1. Ensure personnel and resources to support promotional activities are identified and prepared to facilitate the achievement of promotional goals 2.2. Identify and agree roles and responsibilities for delivery of promotional services and allocate to relevant personnel 2.3. Establish and conduct relationships with targeted groups in a manner which enhances the positive image of the organisation 2.4. Use networks to assist in the implementation of promotional activities
3. Review and report on promotional activities	3.1. Analyse audience feedback and data to determine the impact of the promotional activity on the delivery of products and services 3.2. Assess effectiveness of planning processes to identify possible improvements in future activities 3.3. Collect feedback and provide to personnel and agencies involved in promotional activity 3.4. Analyse costs and time lines to evaluate the benefits accruing from the promotional activities 3.5. Prepare conclusions and recommendations from verifiable evidence and provide constructive advice on future directions of promotional activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read a variety of texts; to prepare general information and papers; and to write formal and informal letters according to target audience technology skills to select and use technology appropriate to a task problem-solving skills to manage contingencies in promotional activities numeracy skills to analyse data and to compare time lines and promotional costs against budgets.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety (OHS) planning processes for organising promotional activities organisational marketing plan and associated budgets.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: designing and delivering promotional presentations evaluating promotional impacts presenting and advocating promotional strategies within the organisation assessing and reporting on customer satisfaction
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of products/services and promotional strategies.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of action plans developed for products and services being promoted analysis of responses to case studies and scenarios demonstration of techniques observation of presentations assessment of written reports.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other marketing, sales or public relations units.

Range Statement

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.
Promotional activities may include:	advertisements client functions employee functions media announcements product launches web pages
Organisational requirements may include:	access and equity principles and practices confidentiality and security requirements defined resource parameters ethical standards filing and documentation storage processes goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs payment and delivery options pricing and discount policies quality and continuous improvement processes and standards quality assurance and/or procedures manuals replacement and refund policy and procedures who is responsible for products or services
Designated individuals and groups may include:	colleagues committees customers external organisations line management supervisor
Personnel and resources may include:	management marketing funds organisational personnel promotional products samples technology time venue
Roles and responsibilities may include:	Code of Conduct job description and employment arrangements marketing plans organisation's policy relevant to work role skills, training and competencies supervision and accountability requirements including OHS team structures
Networks may include:	company customer internal media and promotional professional social
Feedback may include:	customer/client response employee data sales orders market share data focus groups

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG414A Undertake marketing activities

Modification History

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to plan, implement and manage basic marketing and promotional activities.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

This unit describes the performance outcomes, skills and knowledge required to plan, implement and manage basic marketing and promotional activities.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

This unit covers general and basic marketing and promotional activities that do not require detailed or complex planning or implementation. It could be undertaken as part of a broader role of a person in a small enterprise, or as part of a marketing plan for a larger enterprise.

This unit covers general and basic marketing and promotional activities that do not require detailed or complex planning or implementation. It could be undertaken as part of a broader role of a person in a small enterprise, or as part of a marketing plan for a larger enterprise.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Employability Skills Information

This unit contains employability skills.

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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 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

Elements and Performance Criteria
Element	Performance Criteria
1	Plan marketing activities	1.1	Identify need for marketing activities
1.2	Investigate previous marketing activities for relevant information
1.3	Identify and analyse relevant policies and procedures
1.4	Identify outcomes expected from marketing activities
1.5	Undertake analysis of collected basic marketing information
1.6	Develop and document work activity plans for marketing activities
1.7	Obtain approval of plans from relevant enterprise personnel
2	Implement and manage marketing activities	2.1	Determine and access resources required for work activities
2.2	Undertake marketing activities
2.3	Assign responsibilities and functions to relevant personnel performing specific marketing functions
2.4	Monitor marketing activities, reviewing and amending activity plans as required
3	Review marketing activities	3.1	Measure and document outcomes of marketing activities
3.2	Review marketing activities against expected outcomes and document identified improvements
3.3	Prepare reports of marketing activities and communicate to relevant enterprise personnel

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read a variety of texts, to prepare general information and papers, and to write formal and informal letters according to target audience planning skills to develop implementation schedules problem-solving skills to address issues which may affect plans and their implementation.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety organisational policies and procedures specific product knowledge related to goods and services being marketed.

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: planning and implementing marketing activities reviewing the effectiveness of the marketing plan documenting the activities and processes worked with knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of goods/services to be marketed examples of marketing plans.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of work activity plans for marketing activities analysis of responses to case studies and scenarios demonstration of techniques observation of presentations oral or written questioning to assess knowledge of marketing techniques and strategies analysis of documentation outlining the outcomes of marketing activities review of marketing activities reports.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other marketing, advertising or public relations units.

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.
Need may be determined by:	analysis of sales figures and other performance data analysis of client information direction from relevant enterprise personnel development of new products and services
Marketing activities may include:	attendance at trade shows, conferences and other events basic advertising development and distribution of general promotional and informational materials development and distribution of samples, case studies, testimonials and other evidence of enterprise activity development of displays and signs development of media releases, articles and media background information information sessions for clients, suppliers and stakeholders online information telephone promotions
Outcomes may include:	projections for potential client inquiries projections for detailed potential client follow-up projections for sales and service levels
Analysis may include:	market definition, statistics and basic research basic market segmentation target audience profiles
Work activity plans may include:	human resource plans plans for other required resources financial plans time plans detailed implementation plans (covering the how/what/when of activities) activity monitoring and evaluation plans
Relevant enterprise personnel might include:	coordinators owners managers section leaders supervisors team leaders
Resources may include:	human resources finance resource contributions from suppliers and/or partners
Relevant personnel performing specific marketing functions may include:	administrators copywriters desktop publishers external consultants graphic artists and designers marketing specialists printers, sign writers and other tradespeople

Unit Sector(s)

empty

empt

Competency field

Business Development - Marketing

Business Development - Marketing

BSBMKG415A Research international markets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake market research to select markets to pursue. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working with minimal supervision but with the support and assistance of a more senior person within the organisation. The activities will be focused on the target market and will involve communication and executing tasks across cultural and geographic barriers. The tasks involved in marketing goods and services internationally include selecting and implementing appropriate marketing activities, and monitoring and reviewing marketing performance.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Collect information about target markets	1.1. Identify target markets for market research for international markets from brief or manager 1.2. Confirm information requirements for market research 1.3. Seek assistance as required, with sourcing and accessing required information 1.4. Identify and access sources of required information
2. Investigate trends in target markets	2.1. Collate required information from information sources 2.2. Apply statistical analysis tools to information to identify trends 2.3. Seek assistance as required, with analysing required information 2.4. Investigate causal influences 2.5. Document and report identified trends and causal influences to relevant personnel within the organisation
3. Utilise data in decision making	3.1. Base decision making on available data 3.2. Check consistency of decision making against data, and document a rationale for decision making in relation to markets to be pursued 3.3. Document and report recommendations to relevant personnel within the organisation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities research and data collection skills to maintain knowledge of potential opportunities literacy skills to document research findings and recommendations planning and organising skills to manage timelines.
Required knowledge
identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: International Commercial Terms (INCOTERMS) trade modernisation legislation: Customs Legislation Amendment and Repeal Act, Import Processing Charges Act, Customs Depot Licensing Charges Amendment Act Trade Practices Act Warsaw Convention World Trade Organisation determinations cultural aspects relevant to international markets researched market research techniques and tools required formats for reporting outcomes of research available external and internal information sources related to international markets.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: identifying and documenting trends in the target market analysing information to validate trends making decisions based on available data knowledge of relevant Australian, international and local legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to relevant workplace documents access to information sources used by candidate.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of documenting and reporting of identified trends analysis of responses to case studies and scenarios observation of presentations of research about international markets oral or written questioning to assess knowledge of cultural aspects relevant to international markets researched assessment of documentation reporting decision making recommendations in relation to markets to be pursued.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: research units international business units other marketing units.

Range Statement

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.
Target markets may include:	specific country or countries geographic region/s within specific country or countries specific sub-groups within selected areas combinations of above
Information requirements may include:	balance of payments data competitors cultural and social influences of consumers demand and unmet demand demographic data economic and socioeconomic data regulations on foreign investment size of market segments tariff and non-tariff barriers
Assistance may be sought from:	Austrade, state/territory departments and agencies, chambers of commerce industry or trade associations, other private organisations, consultants manager and colleagues within organisation
Sources may include:	academic publications and personnel Austrade, state/territory departments and agencies, chambers of commerce trade and business publications
Statistical analysis may include:	measures of central tendency measures of dispersion nature and degree of relationship between variables normal distribution probability curve sampling time series analysis
Trends may include:	buying patterns changes in demand and unmet demand demographics of decision maker/purchaser imports versus local sales seasonal variations
Causal influences may include:	attitude towards Australia and Australian products and services consumer awareness cultural considerations related to values, beliefs current availability of products or services economic or socioeconomic factors local alternatives to product or service perceptions of potential consumers
Decision making may refer to:	market entry strategy to be adopted markets selected for more in-depth research markets to be pursued
Relevant personnel may include:	chief executive officer of organisation, board of directors client for market research manager or supervisor marketing manager

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG501B Identify and evaluate marketing opportunities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify, evaluate and take advantage of marketing opportunities by analysing market data, distinguishing the characteristics of possible markets and assessing the viability of changes to operations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in senior marketing management roles who, together with a marketing team, identify, investigate and evaluate marketing opportunities to determine whether they meet organisational and marketing objectives. Based on this evaluation, changes to current business operations can be determined to take advantage of marketing opportunities. Adjusting the marketing mix in the light of new marketing opportunities is covered in BSBMKG502B Establish and adjust the marketing mix.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify marketing opportunities	1.1. Analyse information on market and business needs to identify marketing opportunities 1.2. Research potential new markets and assess opportunities to enter, shape or influence the market in terms of likely contribution to the business 1.3. Explore entrepreneurial, innovative approaches and creative ideas for their potential business application, and develop into potential marketing opportunities
2. Investigate marketing opportunities	2.1. Identify and analyse opportunities in terms of their likely fit with organisational goals and capabilities 2.2. Evaluate each opportunity to determine its impact on current business and customer base 2.3. Use an assessment of external factors, costs, benefits, risks and opportunities to determine the financial viability of each marketing opportunity 2.4. Determine probable return on investment and potential competitors 2.5. Describe and rank marketing opportunities in terms of their viability and likely contribution to the business
3. Evaluate required changes to current operations	3.1. Identify and document changes needed to current operations to take advantage of viable marketing opportunities 3.2. Ensure organisational changes to service an increased or different customer base include provision for continued quality of service to existing customers 3.3. Estimate resource requirements for changed operations 3.4. Determine and communicate viability of making changes to current operations to key stakeholders 3.5. Document newly identified marketing opportunities and required changes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to identify and interpret market information, to write in a range of styles for different audiences and to document outcomes and requirements numeracy skills to calculate and evaluate financial information on new marketing options research and evaluation skills to gain information on and interpret market trends to identify marketing opportunities.
Required knowledge
key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: anti-discrimination legislation and the principles of equal opportunity, equity and diversity ethical principles marketing codes of practice and conduct such as the Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice; Free TV Australia Commercial Television Industry Code of Practice; and the Australian E-commerce Best Practice Model privacy laws Trade Practices Act organisational marketing plan, structure, products and services principles of marketing and the marketing mix statistical methods and techniques to evaluate marketing opportunities, including forecasting techniques.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: identifying and evaluating marketing opportunities to determine whether they will meet organisational objectives documenting how current business operations will need to be modified and what resources will be required to take advantage of newly identified and evaluated opportunities.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources access to organisational strategic and marketing plans.
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: analysis of responses to case studies assessment of written reports on identified marketing opportunities and evaluation activities direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations on opportunity identification, evaluation and required resources to capitalise on new marketing opportunities oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBMKG502B Establish and adjust the marketing mix international business units other marketing units.

Range Statement

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.
Information on market and business needs may include:	comparative market information competitors' performance customer requirements legal and ethical requirements market share market trends and developments new and emerging markets profitability sales figures
Marketing may include:	business-to-business marketing direct marketing ideas marketing marketing of goods public sector marketing services marketing telemarketing
New markets may include:	e-commerce export markets segments of the market not currently penetrated
Contribution to the business may include:	effect on sales volume growth market share profitability
Evaluation may include:	investigation of: knockout factors present value analysis return on investment scored criteria weighted criteria
External factors may include:	codes of practice policies and guidelines regulations relevant legislation
Resource requirements may include:	additional staff distribution costs equipment production costs promotional costs research and development re-tooling staff training
Key stakeholders may include:	Board of directors finance staff human resources staff managers marketing personnel owners production staff supervisors

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG502B Establish and adjust the marketing mix

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to determine the optimum marketing mix for a business through analysis of inter related marketing components. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals in marketing management roles responsible for developing the marketing and promotional mix within an organisation. They may also adjust the marketing mix when new marketing opportunities have been identified. The skills and knowledge required to evaluate and identify new market opportunities are covered in BSBMKG501B Identify and evaluate marketing opportunities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Evaluate each component of the marketing mix	1.1. Identify key characteristics of products or services and estimate their significance to the market 1.2. Review pricing policy and analyse pricing variables to determine their effect on demand 1.3. Analyse promotional methods to determine their importance to marketing outcomes 1.4. Review channels of distribution and estimate their significance in relation to marketing outcomes 1.5. Identify and analyse level of customer service provision to determine its significance to marketing outcomes 1.6. Identify potential customer base and key pressure points for success 1.7. Analyse and test the effect of the components of marketing mix on each other, and establish their relative importance to customer base
2. Determine marketing mix for specific markets	2.1. Identify and asses environmental factors for their impact on marketing mix 2.2. Identify consumer priorities, needs and preferences that affect marketing mix 2.3. Consider product, pricing, promotional, distribution and service variations, and evaluate these against marketing objectives, target market characteristics and desired positioning 2.4. Select marketing mix that best satisfies target market and meets marketing objectives 2.5. Ensure marketing mix decision meets organisational, strategic and operational marketing objectives
3. Monitor and adjust marketing mix	3.1. Monitor marketing mix against marketing performance and isolate components for testing 3.2. Evaluate implications of altering one or more components of marketing mix in relation to market factors and consumer response 3.3. Adjust components of marketing mix in response to test results and evaluation of market response 3.4. Ensure adjusted marketing mix meets budgetary requirements 3.5. Ensure adjusted marketing mix continues to meet organisational, strategic and operational marketing objectives, and desired positioning

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to identify market information, to write in a range of styles for different audiences and to interpret requirements numeracy skills to interpret testing results and to manage marketing budgets organisational and time management skills to design and adjust a marketing mix.
Required knowledge
key provisions of relevant legislation from all forms of government that may affect aspects business operations, codes of practice and national standards such as: anti-discrimination legislation and principles of equal opportunity, equity and diversity ethical principles marketing codes of practice and conduct such as the Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice; Free TV Australia Commercial Television Industry Code of Practice privacy laws Trade Practices Act organisational policies, procedures, products and services principles and concepts of marketing such as consumer or buyer behaviour and elements of marketing mix statistical techniques.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: developing a report containing a description of activities undertaken to establish a marketing mix in an organisation, including information on each element of the marketing mix, such as: levels of customer service to be provided how a product or service will be distributed how a product or service will be priced whether additional products or services will be offered how the product or service will be promoted reporting on at least one review of the success of marketing mix activities developed including coverage of any necessary adjustments made.
Context of and specific resources for assessment	Assessment must ensure: access to an actual or simulated workplace access to office equipment and resources access to organisational and marketing strategic plans.
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: analysis of responses to case studies and scenarios assessment of written reports on the marketing mix direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations on the marketing mix or changes made to the marketing mix oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBMKG501B Identify and evaluate marketing opportunities other marketing units.

Range Statement

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.
Characteristics of products or services may include:	brand brand loyalty compatibility with other products, services or equipment degree of customisation design durability ease of maintenance features flexibility functional performance innovativeness occupational health and safety issues packaging pollution hazard reduction quality range of size, colour or other factors reduction of risks to health and safety, such as noise robustness styling technical features upgrading volumes available
Pricing variables may include:	cost of ownership credit terms discount percentages discount structure financial deals leasing arrangements price point chosen psychological elements residual value sales special offers stage payments
Promotional methods may include:	impersonal promotion such as: advertising sales promotion personal promotion such as: direct marketing face-to-face selling personal selling segmentation
Marketing may include:	business-to-business marketing direct marketing ideas marketing marketing of goods public sector marketing services marketing telemarketing
Channels of distribution may include:	dealers delivery service distributors e-business franchisees internet mail order podcasts re-seller retail self-service telesales wholesale
Level of customer service may include:	after sales service call centre support electronic client service no customer service one-on-one personal service sales assistance for problems or queries only
Marketing mix may include:	customer service variables distribution variables pricing variables product or service variables promotional variables
Customer priorities, needs and preferences may include:	required or preferred products/services preferred price point preferred purchase volume in units and in dollars preferred method of payment preferred time and place for responding preferred time and place to take delivery preferred medium to respond to direct response offers such as: in person mail phone website

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG503A Develop a marketing communications plan

Modification History

Not applicable.

Unit Descriptor

This unit covers preparation and development of an integrated marketing communications plan to enable the effective and efficient promotion of products and services to specific markets.

This unit is related to BSBMKG401A Profile the market.

This unit covers preparation and development of an integrated marketing communications plan to enable the effective and efficient promotion of products and services to specific markets.

This unit is related to BSBMKG401A Profile the market.

Application of the Unit

Not applicable.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

Not applicable.

Elements and Performance Criteria Pre-Content

Not applicable.

Elements and Performance Criteria

Elements and Performance Criteria
Element	Performance Criteria
1	Develop marketing communication objectives	1.1	The target market is identified and available media are reviewed in accordance with organisational requirements
1.2	Criteria to use in an integrated marketing communications analysis are identified
1.3	Forms of promotions that are best suited to the product/service/idea are reviewed and selected
1.4	Marketing communication objectives are determined and a draft promotional brief is written in accordance with organisational requirements
1.5	Promotional appeals and messages are developed to meet the requirements of the promotional brief
2	Determine the marketing communications mix	2.1	Marketing communications models are evaluated and a model of communications is identified to meet organisational requirements
2.2	The relationship between the market mix and the promotions mix are explored
2.3	The likely elements of primary and secondary promotions are determined in accordance with organisational requirements
2.4	A marketing communications mix is selected that best suits the target market and meets marketing objectives
3	Set a promotional budget	3.1	General economic and business environmental factors are evaluated in terms of their effect on the promotional budget allocation.
3.2	A marketing communications budget is allocated in accordance with the overall marketing budget
3.3	Marketing communications implementation and control procedures are established in accordance with organisational requirements
4	Prepare an integrated marketing communications plan	4.1	The elements of an integrated marketing communications plan are determined in accordance with organisational requirements
4.2	Direct and indirect forms of marketing communications are evaluated in relation to marketing communications objectives
4.3	Primary and secondary forms of marketing communications are identified and evaluated
4.4	Institutional, product, service and idea promotions are evaluated for inclusion in the marketing communications plan
4.5	The objectives of the marketing communications plan are developed and evaluated for effectiveness against the forms that are possible and for cost-effectiveness
4.6	The marketing communications plan is prepared in accordance with the overall marketing plan and meets organisational requirements

Required Skills and Knowledge

Not applicable.

Evidence Guide

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competency for this unit. This is an integral part of the assessment of competency and should be read in conjunction with the Range Statement.

Critical Aspects of Evidence

Integrated demonstration of all elements of competency and their performance criteria

Definition of marketing communications and concept of marketing communications mix

Knowledge of communications models

Underpinning Knowledge*

* At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.

Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

Organisation's marketing plan

Organisation's products and services

Data collection and analysing techniques

Market mix

The elements of marketing planning

Basic financial records

Underpinning Skills

Literacy skills to identify relevant information, to write reports and to interpret internal and external information

Communication including questioning, clarifying, reporting

Research skills

Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

Resource Implications

The learner and trainer should have access to appropriate documentation and resources normally used in the workplace

Consistency of Performance

In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations

Context/s of Assessment

Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement

Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package

Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment

Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competency Levels at the end of this unit

Key Competency Levels

Collecting, analysing and organising information (Level 2)- to draft a promotional brief

Communicating ideas and information (Level 2)- through development of a marketing communications plan

Planning and organising activities (Level 2)- to gather data from a range of sources

Working with teams and others (Level 2)- to determine organisational requirements

Using mathematical ideas and techniques (Level 1)- to set the promotional budget

Solving problems (Level 2)- to determine the marketing communications mix

Using technology (Level 1)- to record and analyse data as required

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competency for this unit. This is an integral part of the assessment of competency and should be read in conjunction with the Range Statement.

Critical Aspects of Evidence

Integrated demonstration of all elements of competency and their performance criteria

Definition of marketing communications and concept of marketing communications mix

Knowledge of communications models

Underpinning Knowledge*

* At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.

Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

Organisation's marketing plan

Organisation's products and services

Data collection and analysing techniques

Market mix

The elements of marketing planning

Basic financial records

Underpinning Skills

Literacy skills to identify relevant information, to write reports and to interpret internal and external information

Communication including questioning, clarifying, reporting

Research skills

Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

Resource Implications

The learner and trainer should have access to appropriate documentation and resources normally used in the workplace

Consistency of Performance

In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations

Context/s of Assessment

Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement

Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package

Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment

Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competency Levels at the end of this unit

Key Competency Levels

Collecting, analysing and organising information (Level 2)- to draft a promotional brief

Communicating ideas and information (Level 2)- through development of a marketing communications plan

Planning and organising activities (Level 2)- to gather data from a range of sources

Working with teams and others (Level 2)- to determine organisational requirements

Using mathematical ideas and techniques (Level 1)- to set the promotional budget

Solving problems (Level 2)- to determine the marketing communications mix

Using technology (Level 1)- to record and analyse data as required

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Range Statement

The Range Statement provides advice to interpret the scope and context of this unit of competency, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:

Legislation, codes and national standards relevant to the workplace which may include:

award and enterprise agreements and relevant industrial instruments

relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

relevant industry codes of practice

Criteria to use in an integrated marketing communications analysis may include:

effect on intermediaries

pre and post awareness research

data obtained from the marketing information systems

sales and profitability

reach and frequency data such as TARPS

Characteristics of marketing communications objectives may include:

consumer needs

benefits desired

product/service usage

attitude

demographics

lifestyle

social and cultural factors

business characteristics

a comprehensive review of all major marketing activities of the organisation.

an orderly sequence of diagnostic steps covering the organisation's macro and micro-environmental factors

a media plan

AIDA model

Rossiter's model

Identification of promotional budgeting issues may include:

interest rates and cost of capital

credit availability

forecast trends of size, growth, age, income, and regional distribution of population as they effect the organisation.

business and competitor characteristics

the influence of technology on the operations and services on the organisation's business costs.

the costs of various media

typical promotional budgeting methods such as "all you can afford", "competitive parity", "objective and task", and "% of sales" methods.

An integrated marketing communications approach may include:

the process of developing an holistic plan for integrating the whole of the organisation's promotions in a cohesive manner

an understanding of marketing communications models

advertising

personal selling

promotions

publicity and public relations

electronic and print media

web marketing and e-commerce

impersonal, intra-personal and personal communications

The Range Statement provides advice to interpret the scope and context of this unit of competency, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:

Legislation, codes and national standards relevant to the workplace which may include:

award and enterprise agreements and relevant industrial instruments

relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

relevant industry codes of practice

Criteria to use in an integrated marketing communications analysis may include:

effect on intermediaries

pre and post awareness research

data obtained from the marketing information systems

sales and profitability

reach and frequency data such as TARPS

Characteristics of marketing communications objectives may include:

consumer needs

benefits desired

product/service usage

attitude

demographics

lifestyle

social and cultural factors

business characteristics

a comprehensive review of all major marketing activities of the organisation.

an orderly sequence of diagnostic steps covering the organisation's macro and micro-environmental factors

a media plan

AIDA model

Rossiter's model

Identification of promotional budgeting issues may include:

interest rates and cost of capital

credit availability

forecast trends of size, growth, age, income, and regional distribution of population as they effect the organisation.

business and competitor characteristics

the influence of technology on the operations and services on the organisation's business costs.

the costs of various media

typical promotional budgeting methods such as "all you can afford", "competitive parity", "objective and task", and "% of sales" methods.

An integrated marketing communications approach may include:

the process of developing an holistic plan for integrating the whole of the organisation's promotions in a cohesive manner

an understanding of marketing communications models

advertising

personal selling

promotions

publicity and public relations

electronic and print media

web marketing and e-commerce

impersonal, intra-personal and personal communications

Unit Sector(s)

Not applicable.

BSBMKG506B Plan market research

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan market research by identifying market research needs, defining market research objectives, identifying data gathering approaches and developing a market research plan. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals in a non market research organisation who conduct market research planning at a managerial level. While market research planning can be undertaken as part of a broader role, it does require a good general knowledge of market research principles and practices, and a detailed understanding of the organisation's operations, objectives and the application of market research. This unit applies to managers who allocate responsibility to team members who conduct market research, covered by BSBMKG408B Conduct market research.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify market research needs	1.1. Communicate role of market research in enterprise operations to relevant personnel 1.2. Identify contribution of market research to enterprise activity 1.3. Analyse enterprise planning and performance documentation to determine research needs 1.4. Consult relevant personnel to determine research needs 1.5. Develop statement of market research needs
2. Define market research objectives	2.1. Draft research objectives 2.2. Undertake preliminary project scoping 2.3. Consult with relevant personnel on draft research objectives to ensure relevant and useful information is gathered 2.4. Review and finalise draft objectives in light of scoping parameters
3. Define data gathering approaches	3.1. Identify types of data required to inform objectives 3.2. Determine combinations of types of data to best inform objectives 3.3. Identify and evaluate suitable data gathering methods 3.4. Identify data sources 3.5. Quantify required data 3.6. Identify and evaluate suitable data processing methods 3.7. Make decisions in relation to data types, combinations, gathering methods, sources, quantities and processing methods
4. Develop market research plan	4.1. Estimate resources and time lines required for market research projects 4.2. Determine feasibility of market research projects 4.3. Prepare market research plan for approval 4.4. Obtain approval to implement plan from appropriate personnel as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
financial skills to set and manage market research budgets negotiation skills to gain approval for proposals from senior management organisational and time management skills to develop complex market research plans including time lines and options research and data collection skills to determine organisational market research requirements.
Required knowledge
key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: anti-discrimination legislation and principles of equal opportunity, equity and diversity ethical principles marketing codes of practice and conduct such as the Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice privacy laws Trade Practices Act market research principles and practices including: data processing methods and data analysis techniques project design to meet given budgets and other resource constraints design of samples development and use of hypotheses role of research in enterprise development roles and uses of qualitative and quantitative research use of survey instruments project planning principles and practices including for: consultation and stakeholder involvement development of time lines, budgets and other implementation plans gaining of approvals needs analyses scoping practices statistical methods and techniques.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: identifying and defining market research requirements in an organisation developing a documented market research plan describing the scope, objectives, time and budget for market research to be undertaken by an organisation.
Context of and specific resources for assessment	Assessment must ensure: access to data and information records from previous marketing research activities access to office equipment and resources.
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: assessment of documented market research planning activity reports and plans direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of communication with team members and senior management to refine market research planning activities observation of presentations on market research plan oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other marketing units.

Range Statement

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.
Relevant personnel may include:	clients customers enterprise owners managers supervisors suppliers
Contribution of market research may include:	best practice information about competitors, clients, stakeholders information to enable predictions for: marketing policy making service development and delivery strategic planning
Enterprise planning and performance documentation may include:	correspondence financial reports information about sales and sales force performance internal reports
Research needs may include:	research on competition: comparing consumer attitudes to an organisation's services and those of competitors identifying frequency of use of competitors' products and services identifying key competitors and their strengths measuring awareness research on consumers: developing detailed consumer profiles identifying changes in attitudes and behaviour patterns identifying existing, potential or lapsed consumers research on place: identifying attitudes towards location identifying cooperative opportunities for distribution of information or services identifying demand for products or services at other locations research on pricing: identifying attitudes towards prices identifying costs testing alternative pricing strategies research on products and services: evaluating competitors' products evaluating consumer attitudes towards presentation and packaging identifying potential new products or services or ones which may be at the end of their life cycle measuring attitudes towards existing products or services research on promotion: measuring advertising and promotion effectiveness testing alternative messages testing and comparing different media options
Project scoping may include:	human, financial and physical resources required and available need for external market research assistance possible research locations possible research methodologies possible sample size and nature of sample time required and available to conduct research
Types of data may include:	formal or informal comments and other feedback from client, customers, staff and others government statistics industry planning information qualitative data quantitative data sales figures
Data gathering methods may include:	case study investigation focus groups literature searches mail surveys one-on-one interviews in person or by telephone personal observation of performance structured or informal small group discussions supervised or unsupervised completion of questionnaires or other survey tools by respondents use of questionnaires and other tools by staff to record data about enterprise activities
Data processing methods may include:	data processing service experts manual or personal methods packaged analysis routines or programs specialist software packages
Decisions may include:	choices achievable with available resources, and costs and benefits of choices choices consistent with organisational policies and procedures choices that will best satisfy the research objectives
Feasibility of market research projects may include:	likely ease of implementing the recommendations quality and credibility of the methodology ultimate usefulness of the research whether similarly valid results can be obtained by other means

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG513A Promote products and services to international markets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to promote products and/or services of the business within specified international markets. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with managerial responsibility for promoting products and/or services to international markets. This includes planning, coordinating, reviewing and reporting on promotional activities. Management of promotional activities may involve geographic separation from these activities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan promotional activities	1.1. Access marketing plan for international business activity to inform planning of promotional activities 1.2. Access relevant information sources to support planning of promotional activities 1.3. Identify and assess promotional activities to ensure compatibility with organisational requirements and cultural appropriateness 1.4. Plan and schedule promotional activities according to the marketing needs of the organisation 1.5. Determine overall promotional objectives in consultation with designated individuals and groups both in international and domestic settings 1.6. Ensure time lines and costs for promotion of activities are realistic and consistent with budget resources 1.7. Develop action plans to provide details of products and/or services being promoted
2. Coordinate promotional activities	2.1. Identify and prepare personnel and resources to support promotional activities, both in international and domestic settings, to facilitate the achievement of promotional goals 2.2. Identify, agree upon and allocate roles and responsibilities of overseas and domestic personnel for delivery of promotional activities 2.3. Establish and conduct relationships with targeted groups in overseas settings in a manner which enhances the positive image of the organisation 2.4. Supervise and support roles and responsibilities of overseas personnel involved in promotional activities 2.5. Use international business networks to assist in the implementation of promotional activities
3. Review and report on promotional activities	3.1. Analyse audience feedback and data to determine the impact of the promotional activity on the delivery of products and/or services 3.2. Assess the effectiveness of planning processes to identify possible improvements in future international promotional activities 3.3. Collect and provide feedback to personnel and agencies involved in the promotional activity both in international and domestic settings 3.4. Analyse costs and time lines to evaluate the benefits accruing from the internationally based promotional activities 3.5. Prepare conclusions and recommendations from verifiable evidence and provide constructive advice on future directions of internationally based promotional activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities interpersonal skills to establish rapport and build relationships with clients organisational and time management skills to sequence tasks and meet time lines research, data collection, assessment and evaluation skills to determine appropriate promotional activities for international markets technology skills to record and use information gathered about promotional activities.
Required knowledge
available overseas media cultural characteristics of groups within target market international business networks marketing strategies and promotional activities identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: bilateral or regional trade agreements occupational health and safety (OHS) Trade Practices Act World Trade Organisation rules.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: demonstration of planning, coordinating and reviewing of promotional activities to align with marketing plans and market research undertaken for the international markets selected report detailing promotional activities undertaken and recommendations to inform and guide future promotional activities in international settings knowledge of relevant Australian, international and local legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to workplace documents including completed reports access to feedback on activity from overseas personnel/clients.
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: analysis of responses to case studies and scenarios assessment of written reports on promotional activities direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations promoting goods, services or organisation to international clients or business associations/networks observation of techniques used when undertaking promotional activities oral or written questioning to assess knowledge of cultural characteristics of groups within target market review of action plans developed to provide details of products and/or services being promoted analysis of audience feedback and data assessment of conclusions and recommendations prepared and advice on future directions of internationally based promotional activities.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: international business units other marketing units.

Range Statement

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.
Information sources may include:	academics and training providers Austrade and other Australian, state/territory government departments and agencies overseas embassies, consulates, government departments and agencies within Australia and overseas trade and industry publications
Promotional activities may include:	advertisements client functions demonstration activities distribution of free samples employee functions media announcements product launches web pages
Organisational requirements may include:	access and equity principles and practice allocation of responsibilities for products and/or services confidentiality and security requirements consideration of cultural issues defined resource parameters ethical standards filing and documentation storage processes goals, objectives, plans, systems and processes legal and organisational policy/guidelines and requirements OHS policies, procedures and programs payment and delivery options pricing and discount policies quality and continuous improvement processes and standards quality assurances and/or procedures manuals replacement and refund policy and procedures
Cultural appropriateness refers to:	appropriateness of activity related to the culture of countries selected for promotion of products and/or services
Designated individuals and groups may refer to:	colleagues committees customers external organisations such as Austrade, state/territory government departments and agencies, chambers of commerce line management supervisor
Personnel and resources may refer to:	contractors engaged for specific purposes within promotional activity management marketing funds organisational personnel both in international and domestic settings promotional products samples technology time venue
Roles and responsibilities may include:	codes of conduct considerations of cultural issues contractual arrangements with consultants or specialists hired for promotional activity job description and employment arrangements marketing plans organisation's policy relevant to work role skills, training and competencies supervision and accountability requirements including OHS team structures
International business networks may refer to:	formal or informal networks government sponsored networks through Austrade or state/territory government agencies, chambers of commerce individuals, groups, organisations personal or business networks professional or trade networks
Feedback may be collected from:	customer/client response data employee data focus groups market share data sales orders word-of-mouth reports

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG514A Implement and monitor marketing activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement marketing activities described in a marketing plan, to monitor their effectiveness in meeting organisational marketing objectives, and take actions to improve marketing performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in marketing management positions who are responsible for implementing and monitoring organisational marketing strategies. In this role they would usually lead and coordinate a marketing team, implement the marketing plan, monitor the performance of marketing strategies and evaluate their effectiveness. They also involve team members in identifying improvements to marketing strategies and formulating recommendations for future marketing activities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Implement marketing strategies and tactics	1.1. Brief stakeholders who participated in the marketing planning process on their implementation roles and responsibilities 1.2. Identify and brief marketing and non-marketing personnel critical to the success of the marketing plan, on the objectives of the plan, performance measures, and their roles and responsibilities 1.3. Prioritise marketing strategies and identify resources for their implementation, in accordance with organisational requirements 1.4. Implement communication and team building strategies to ensure that personnel responsible for each element of the marketing mix work together to meet the organisation's marketing objectives 1.5. Implement strategies for monitoring marketing activities and analysing marketing performance, in accordance with the marketing plan
2. Monitor marketing strategies and tactics	2.1. Monitor and implement promotional activity against communication objectives in the marketing plan 2.2. Monitor product, pricing and distribution decisions against organisational policy and the objectives of the marketing plan 2.3. Monitor marketing results against targets in the marketing plan 2.4. Monitor marketing revenue and costs against budget, and analyse record variations 2.5. Prepare and present marketing reports that indicate ongoing progress towards marketing objectives
3. Evaluate and improve marketing performance	3.1. Regularly assess marketing performance against objectives 3.2. Identify opportunities for improvement through discussion with customers and personnel responsible for each element of the marketing mix 3.3. Change business practices in line with changing customer requirements to maintain business relevance and viability 3.4. Document recommendations for improvement in accordance with organisational requirements 3.5. Communicate changes to marketing objectives and targets with relevant stakeholders, to facilitate implementation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to prepare complex reports on marketing performance numeracy skills to analyse marketing performance, revenue and cost teamwork skills to manage a marketing team.
Required knowledge
organisational strategic and marketing objectives, plans and performance measures principles of the marketing mix key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: anti-discrimination legislation and principles of equal opportunity, equity, and diversity ethical principles marketing codes of practice and conduct such as the Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice privacy laws Trade Practices Act.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: successfully implementing marketing strategies identified in an organisation's marketing plan coordinating personnel involved in conducting marketing activities monitoring, evaluating and reporting on marketing activities against defined objectives modifying marketing activities in line with new or emerging trends.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources access to organisational and marketing strategic plans.
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: analysis of responses to case studies and scenarios assessment of written reports on marketing performance direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of team management activities observation of presentations on marketing performance reports oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other marketing units.

Range Statement

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.
Stakeholders may include:	Board of directors finance staff human resources staff IT staff managers marketing personnel owners production staff supervisors
Marketing may include:	business-to-business marketing direct marketing ideas marketing marketing of goods public sector marketing services marketing telemarketing
Non-marketing personnel may include:	advertising personnel managers public relations personnel sales manager sales team staff supervisors
Resources may include:	financial human IT physical technical
Marketing mix may include:	distribution level of service pricing product or service variables such as: design quality range safety features technical features promotion

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG516A Profile international markets

Modification History

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to select and confirm an appropriate international market.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

This unit describes the performance outcomes, skills and knowledge required to select and confirm an appropriate international market.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

This unit applies to individuals with managerial responsibility for selecting and confirming appropriate international market/s by identifying the target market, profiling the target market and developing a positioning strategy.

This unit applies to individuals with managerial responsibility for selecting and confirming appropriate international market/s by identifying the target market, profiling the target market and developing a positioning strategy.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Employability Skills Information

This unit contains employability skills.

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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 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

Elements and Performance Criteria
Element	Performance Criteria
1	Select potential international markets for further investigation	1.1	Determine readiness to market products or services internationally
1.2	List potential international markets for further investigation
1.3	Identify information sources to inform process for selection of international markets
1.4	Determine and document criteria to determine suitability of international markets for product or service
1.5	Access and use information sources to determine suitability of international markets for product or service to be marketed
1.6	Select international markets for profiling
2	Identify the target market	2.1	Evaluate and choose approaches to determining and describing the total market within selected countries for a product or service
2.2	Define the target market for a product or service in terms of prospective users/consumers, the selected market segment/s and cultural appropriateness of the product or service
2.3	Use segment descriptors to describe the target market
2.4	Identify available marketing strategic options and select the targeting strategy that best meets the requirements of the marketing plan
2.5	Check the cultural appropriateness of the chosen targeting strategy using available information sources
3	Profile the target audience	3.1	Describe the total and selected market and the selected market segment/s in the form of a consumer profile
3.2	Ensure the consumer profile identifies consumer characteristics in standard statistical terms and/or the descriptive terms used in media selection
3.3	Use demographic data and/or psychographic descriptions in the consumer profile in accordance with the requirements of the marketing plan
3.4	Ensure the profile meets organisational requirements in terms of language, format, content and level of detail
4	Develop a positioning strategy	4.1	Identify available positioning strategies are and choose a strategy to meet marketing requirements and the consumer profile including the culture of profiled groups
4.2	Check cultural appropriateness of chosen positioning strategies using available information sources
4.3	Write a positioning implementation plan in accordance with organisational requirements

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to profile international markets, audiences and segments culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities evaluation and assessment skills to investigate international business opportunities literacy skills to write reports with complex ideas and concepts research and information-gathering skills to obtain information about prospective international markets, audiences and segments technology skills to use a range of software to conduct market profiling activities.
Required knowledge
cultural aspects relevant to international markets profiled market profiling techniques and related software programs organisational requirements for presentation of completed profile identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: occupational health and safety Privacy Act Trade Practices Act World Trade Organisation determinations sources of external and internal information on international markets.

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: completed profiles where candidate has documented potential international markets based on established criteria, targeting strategy, profile of international markets, positioning strategies, and checks for cultural appropriateness of products targeting strategy and positioning strategies which account for cultural differences knowledge of cultural aspects relevant to international markets profiled.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to evidence of completed profiles access to relevant sources of information to develop profiles.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of consumer profiles analysis of responses to case studies and scenarios observation of demonstrated international market profiling, targeting and segmentation techniques observation of presentations on international marketing profiles developed oral or written questioning to assess knowledge of international markets assessment of positioning implementation plan.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBMKG517A Analyse consumer behaviour for specific international markets.

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.
Determining readiness may include analysing:	available financial resources of own organisation economic conditions within potential international markets existing competitors international standards for product or service knowledge of international laws, conventions and culture links to and networks within international markets organisation's experience and capability to market internationally production capacity and ability to expand capacity as required research capability
Information sources may include:	advice from: academics chambers of commerce colleagues who are residents or former residents of chosen countries industry associations other private agencies specialising in international trade professional advisors senior colleagues technical experts training providers government agencies such as Austrade and state/territory government departments professional libraries reference material (paper-based and internet) within organisation trade journals training providers
Criteria may include:	capabilities, interests and preferences of own organisation economic considerations such as: economic wealth within selected countries anticipated cost to provide service or product existing competitors operating within selected country/countries history of product or service provision within selected country/countries relevant international regulations and taxes/duties the product or service would attract trade routes and modes of transport available to destination countries
Approaches may include:	identifying consumers with relevant needs identifying current users of the product or service identifying people with related characteristics
Consumers may include:	businesses government agencies households individuals
Targeting strategy may include:	concentrated, differentiated and mass strategies differentiation and segmentation ease of entry growth considerations market share niche markets price sensitivity purchasing power sales volume
Statistical terms may include:	categories used by the Australian Bureau of Statistics in collecting and reporting census data
Demographic data may include:	age children education first language gender geographic location within country income marital status nationality occupation
Psychographic descriptions may include:	activities interests lifestyle opinions values and attitudes
Positioning strategies may include:	competitive positioning conspicuous positioning image perceptions market follower positions market leader positions me-too positioning prestige and exclusive positioning repositioning service positioning value positioning
Marketing requirements may include:	business-to-business marketing direct marketing ideas marketing marketing of goods public sector marketing services marketing telemarketing

Unit Sector(s)

empty

empt

Competency field

Business Development - Marketing

Business Development - Marketing

BSBMKG603B Manage the marketing process

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to strategically manage the marketing process and marketing personnel within an organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to senior marketing professionals who are responsible for managing the overall marketing process of an organisation and for managing marketing personnel. Typically they would manage a portfolio of products or services across the organisation, rather than a single product or few products. This unit targets more senior personnel who have a wider scope of marketing activities for a greater number of products or services, than BSBMKG514A Implement and monitor marketing activities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Manage marketing performance	1.1. Manage marketing effort to ensure it is directed towards areas of greatest potential for the organisation 1.2. Manage integration of marketing, promotional and sales activities in accordance with strategic marketing objectives 1.3. Monitor product, distribution, pricing and marketing communication policies in relation to market changes, marketing plan objectives and organisational requirements 1.4. Use marketing metrics and monitor overall marketing progress against performance targets to ensure activity, quality, cost, and time requirements are met
2. Manage marketing personnel	2.1. Communicate strategic marketing objectives across the organisation in ways suited to levels of knowledge, experience and specific needs of personnel 2.2. Identify and agree roles, responsibilities and accountabilities of staff and contractors involved in all elements of marketing effort 2.3. Develop communication strategy to ensure that personnel responsible for each element of the marketing mix work together to meet organisation's marketing objectives 2.4. Provide mentoring, coaching and feedback to support individuals and teams to achieve agreed objectives and to use resources to the required standard 2.5. Identify individual and team performance, and instigate corrective action promptly to safeguard marketing outcomes
3. Evaluate and improve strategic marketing performance	3.1. Analyse marketing outcomes, review strategic objectives and marketing metrics, and revise if required 3.2. Analyse successes and performance gaps in relation to cause and effect, and use this information to improve strategic performance 3.3. Analyse over-performance against targets for trends and set new targets 3.4. Analyse changes in market phenomena, and identify and document their impact on strategic marketing objectives 3.5. Document review of marketing performance against key performance indicators in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to consult with marketing managers, supervisors, and workgroup members innovation and creativity skills to revise strategies so that marketing objectives are met and exceeded leadership and teamwork skills to effectively lead and manage marketing team members in an organisation literacy skills to identify strategic information and to write in a range of styles for different audiences numeracy skills to analyse data.
Required knowledge
key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: anti-discrimination legislation and principles of equal opportunity, equity, and diversity Australian Direct Marketing Association (ADMA) Direct MarketingCode of Practice Australian E-commerce Best Practice Model Australian Government Policy Framework for Consumer Protection in Electronic Commerce confidentiality requirements copyright laws defamation laws Free TV Australia Commercial Television Industry Code of Practice privacy laws sweepstakes regulations Trade Practices Act economic, social and industry directions, trends and practices organisational structures, roles, responsibilities and policies industry product and service knowledge principles of marketing, strategic analysis and strategic management statistical and data evaluation techniques to measure marketing performance.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: monitoring marketing performance across an organisation by comparing performance against key performance indicators in the marketing plan effectively communicating marketing objectives to relevant personnel in accordance with organisation requirements providing feedback, mentoring and coaching to staff, as appropriate taking action to capitalise on or minimise over- or under-performance against marketing objectives.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources.
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: analysis of responses to case studies and scenarios assessment of written reports on marketing activities and performance against key performance indicators direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations on marketing performance oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other marketing units.

Range Statement

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.
Marketing mix may include:	distribution level of service pricing promotion product or service variables such as: design quality range safety features technical features

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG605B Evaluate international marketing opportunities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to evaluate the international environment, to identify market factors and risks, and to assess the viability of international marketing opportunities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to senior marketing or management personnel who are required to evaluate the international business environment in preparation for entering an international or export market for the first time, or to identify new marketing opportunities in markets in which their organisation already has a presence. This unit is different to BSBMKG501B Identify and evaluate marketing opportunities, which applies to senior marketing or general managers evaluating domestic marketing opportunities. While the underlying principles of the units are similar, this unit covers the increased complexity of the global business environment, and the cultural differences and international trade agreements to be addressed when conducting business internationally.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Review the global market environment	1.1. Assess international trade patterns and identify their likely importance for the business 1.2. Research international business and electronic commerce market factors and assess opportunities to enter, shape or influence the market in terms of likely contribution to the business 1.3. Identify international markets operating under free trade or protectionist arrangements and estimate likely ease of entering and trading successfully 1.4. Identify international trade policies and agreements and estimate their likely impact on international marketing opportunities
2. Assess international business and electronic commerce market factors	2.1. Identify and analyse impact of economic, political, social and cultural factors affecting international market on international marketing opportunities 2.2. Investigate international market trends and developments to identify market needs relative to the business 2.3. Identify new and emerging business and electronic commerce markets, and assess opportunities to enter, shape or influence markets in terms of their fit with business goals and direction, and their likely contribution to the business
3. Identify risk factors for international marketing opportunities	3.1. Analyse and rate acceptability of political, financial stability and corruption risk factors for potential market 3.2. Analyse and rate acceptability of legal and regulatory requirements, and trade barriers for potential market 3.3. Relate risk factors to international business cycles in terms of economic conditions and estimate their impact on potential market
4. Investigate international business and electronic commerce marketing opportunities	4.1. Identify and analyse international marketing opportunities in terms of their likely fit with the organisation's goals and capabilities 4.2. Evaluate each opportunity to determine its impact on current business and customer base 4.3. Use an assessment of costs, benefits, risks and opportunities to determine financial viability of each marketing opportunity 4.4. Determine probable return on investment and potential competitors 4.5. Describe and rank marketing opportunities in terms of viability and likely contribution to the business

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to gather information and to communicate with cultural sensitivity culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to read and interpret information from a variety of sources research, information management and evaluation skills to determine viable international business opportunities through careful analysis of market and risk factors technology skills to use a range of office equipment and software when conducting electronic commerce.
Required knowledge
Australian Standards and international standards, including those covering: environmental matters human rights labour relations packaging risk management cross-cultural communication and negotiation styles relevant to the country or countries being considered for market entry or for further market penetration global and country specific economic, social and industry directions, trends, practices and techniques Organisation for Economic Co-operation and Development (OECD) International Guidelines for Consumer Protection in the Context of Electronic Commerce Australian Government Policy Framework for Consumer Protection in Electronic Commerce Australian Guidelines for Electronic Commerce key provisions of relevant legislation from all forms of government, codes of practice and national and international standards that may affect aspects of business operations within Australia and internationally, such as: anti-discrimination legislation consumer laws ethical principles extra-territoriality provisions of the Trade Practices Act foreign investment limits labour laws legal aspects of bilateral and multi-lateral trade agreements privacy laws taxation laws World Trade Organization (WTO) dispute resolution system organisational business and marketing plans, products and services software applications used in conducting international electronic commerce.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documenting and presenting an evaluation of various international marketing opportunities including: analysing the global business environment assessing social, cultural, political and economic factors impacting on the selection of which market opportunities to select conducting a risk assessment for each opportunity considered analysing the financial viability of selected international marketing opportunities
Context of and specific resources for assessment	Assessment must ensure: access to information sources on countries and markets being considered for entry or further penetration access to office equipment and resources access to examples of previous international marketing evaluation documents, strategic plans and marketing plans.
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: analysis of responses to case studies and scenarios assessment of written reports on evaluation and selection of marketing opportunities direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations on market evaluation activities observation of techniques used to identify and assess risks, and to financially analyse possible market opportunities oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBMKG606B Manage international marketing programs other marketing units.

Range Statement

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.
International business and electronic commerce market factors may include:	cost of funds cultural and political groupings currency exchange rates customer service factors distribution channels geographical groupings government assistance growth factors incentives industrial structure interest rates investment rates level of economic development online customer groupings political systems social and cultural factors tariffs technology and telecommunications infrastructure trade groupings trade relations with Australia trade restrictions virtual communities
International trade policies and agreements may include:	customs unions bilateral trade agreements such as: Australia-US Free Trade Agreement (AUSFTA) Singapore-Australia Free Trade Agreement (SAFTA) Thailand-Australia Free Trade Agreement (TAFTA) Australia-New Zealand Closer Economic Relations Trade Agreement (ANZCERTA) multi-lateral trade agreements such as the WTO agreements for goods, services and intellectual property, including: agriculture air transport anti-dumping measures customs valuation methods financial services health regulations for farm products import licensing investment measures movement of natural persons preshipment inspection product standards rules of origin safeguards shipping subsidies and counter measures telecommunications textiles and clothing other multi-lateral trade agreements such as: European Union trade regulations
International marketing opportunities may include:	agents direct investment exporting intermediaries joint ventures licensing online business opportunities strategic alliances
Social and cultural factors may include:	behaviours currency customs family role and status language legal system political system preferences social values traditions
Risk factors may include:	available technology communication systems corruption risks cultural factors financial stability language factors legal and regulatory requirements legal risks in selling goods and services online to the international market logistics political stability resource availability, sustainability and management resource capability and capacity telecommunications infrastructure trade barriers transportation systems work factors
Economic conditions may include:	depression prosperity recession recovery

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG606B Manage international marketing programs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to formulate, assess, strategically manage, evaluate and improve international marketing programs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to senior marketing or management personnel who are required to manage international marketing activities including evaluating international marketing opportunities, setting marketing objectives and determining the approach and operational structure for an organisation marketing internationally. Individuals undertaking this unit are also required to manage a team of people implementing international marketing opportunities, including monitoring, evaluating and improving activities as required. BSBMKG605B Evaluate international marketing opportunities, may be undertaken before or in conjunction with this unit.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Formulate international marketing objectives	1.1. Select viable international marketing opportunities and develop objectives that are consistent with the organisation's capabilities and resources 1.2. Identify measurable international marketing objectives that are consistent with the organisation's strategic direction, and identify the nature and extent of what is to be achieved in the international market 1.3. Formulate strategic objectives and related key performance indicators by product, service, country or international grouping, and overall 1.4. Develop a risk management strategy to manage contingencies and ensure marketing objectives are met in accordance with overall organisational requirements
2. Determine international marketing approach	2.1. Research international marketing opportunities and determine global or customised approaches for promotion of products or services 2.2. Evaluate options for choice of marketing approaches 2.3. Select a marketing approach that meets marketing objectives, international market conditions and consumer preferences
3. Determine operational structures	3.1. Evaluate business culture and consumer preferences, and identify compatible marketing structures 3.2. Identify options for operational marketing structure and rank them in terms of their strengths and weaknesses in servicing international markets 3.3. Choose an operational structure that best fits the international market and product or service
4. Manage international marketing performance	4.1. Communicate international marketing objectives across the organisation in ways suited to culture, customs, levels of knowledge, experience and needs of personnel 4.2. Identify and agree roles, responsibilities and accountabilities of staff and contractors involved in all elements of marketing effort 4.3. Develop a communication strategy to ensure that personnel responsible for each element of marketing mix work together to meet organisation's marketing objectives 4.4. Manage marketing effort to ensure it is directed towards areas of greatest potential for the organisation 4.5. Manage integration of marketing, promotional and any sales activities in accordance with international marketing objectives
5. Evaluate and improve international marketing performance	5.1. Monitor product, pricing and distribution policies in relation to market changes, objectives of marketing plan and organisational requirements 5.2. Monitor overall marketing progress against performance targets to ensure activity, quality, cost, and time requirements are met 5.3. Analyse, review and revise marketing outcomes and objectives 5.4. Analyse successes and performance gaps as to cause and effect, and use them to improve international marketing performance 5.5. Analyse changes in market phenomena, and identify and document their potential impact on international marketing objectives 5.6. Document the review of marketing performance against key performance indicators in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to gather information and communicate with cultural sensitivity culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to read and interpret information from a variety of sources numeracy and financial skills to determine budgets and financial viability of international marketing activities research, information management and evaluation skills to determine viable international business opportunities through careful analysis of market and risk factors technology skills to use a range of office equipment and software when conducting electronic commerce.
Required knowledge
Australian E-commerce Best Practice Model Australian Government Policy Framework for Consumer Protection in Electronic Commerce Australian Standards and international standards, including: environmental standards human rights labour relations packaging risk management cross-cultural communication and negotiation styles relevant to the country/ies where international marketing activities take place global and country specific economic, social and industry directions, trends, practices and techniques key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations within Australia and internationally, such as: anti-discrimination legislation consumer laws ethical principles extra-territoriality provisions of the Trade Practices Act foreign investment limits labour laws legal aspects of bilateral and multi-lateral trade agreements privacy laws taxation laws World Trade Organization (WTO) dispute resolution system Organisation for Economic Co-operation and Development (OECD) International Guidelines for Consumer Protection in the Context of Electronic Commerce organisational business and marketing plans, products and services software applications used in conducting international electronic commerce.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documenting and presenting: international marketing objectives selected marketing approach creation of an operational structure effectively managing international marketing activities monitoring and evaluating international marketing performance, and making any necessary adjustments as required formulating suggestions on how marketing activities could be affected in the future.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources access to organisational strategic and marketing plans, and other relevant documents.
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: analysis of responses to case studies and scenarios assessment of written reports demonstration of performance management, financial risk or other management techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBMKG603B Manage the marketing process BSBMKG605B Evaluate international marketing opportunities other marketing units management units.

Range Statement

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.
International grouping may include:	cultural groupings geographical groupings online virtual communities political groupings trade groupings
Risk management strategy may include:	risk analysis risk assessment and prioritisation risk identification risk maintenance risk treatment and controls risk evaluation risk monitoring monitoring risks making adjustments to risk treatments and controls
Marketing approaches may include:	customised global online product or promotion adaptation product or promotion standardisation segmentation by criteria which are: behaviouristic demographic end use geographic operational psychographic
Operational marketing structure may include:	export operation global organisation joint venture licensing multi-national organisation online business operation overseas branch strategic alliance subsidiary company
Strengths and weaknesses may include:	accessibility distribution channels financial factors manufacturing capability market capability potential profit factors research capability resource commitment risk control
Marketing mix may include:	distribution level of service pricing product or service variables such as: design quality range safety features technical features promotion

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG607B Manage market research

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare for, manage and evaluate market research projects across an organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to senior marketing professionals who are responsible for preparing market research plans for implementation, engaging external consultants, managing market research activity, and evaluating research processes and findings across an organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare market research plans for implementation	1.1. Determine research policies and procedures 1.2. Develop or commission and review a market research project plan and detailed work plans to point of finalisation 1.3. Execute processes to obtain required resources to implement a market research project plan and work plans
2. Engage external consultants or service providers	2.1. Identify requirements for external consultants from market research project plan 2.2. Specify goods and services required to implement plans, and detail criteria for selection 2.3. Identify, evaluate and select potential consultants or other providers of required goods and services 2.4. Contract selected consultants or providers of goods and services
3. Manage market research activity	3.1. Monitor work plan activity to ensure adherence to market research project plan and work plans, and consistency with organisational market research policy and procedures 3.2. Manage external consultants or service providers to ensure performance is in line with expectations and contractual requirements
4. Evaluate research processes and findings	4.1. Confirm validity of information and data obtained by market research 4.2. Review relevance and usefulness of findings against research objectives outlined in market research project plan 4.3. Assess performance of project against all relevant elements of market research project plan and work plans 4.4. Measure stakeholder satisfaction with research process and findings 4.5. Prepare reports on future improvements to research process 4.6. Implement revised policy and practices in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and interpersonal skills to establish rapport and build relationships with clients and external contractors; and to liaise with stakeholders creativity and innovation skills to design market research project plan information management skills to collate and extract relevant findings from information collected management skills to monitor work plans problem-solving skills to deal with complex planning and implementation leadership and teamwork skills to manage others within the organisation and external contractors conducting market research activity.
Required knowledge
principles and practices of market research including: data processing methods and data analysis techniques project design to meet given budgets and other resource constraints qualitative and quantitative research design of samples development and application of hypotheses role of research in enterprise development use of survey instruments project management principles and practices including for: consultation and stakeholder involvement development of policies and procedures methods of action to ensure performance monitoring of time lines, budgets and other implementation plans organisational procedures for engagement of consultants key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: confidentiality requirements copyright laws defamation laws privacy laws sweepstakes regulations Trade Practices Act economic, social and industry directions, trends, and practices; organisational structures, roles, responsibilities and policies; industry product and service knowledge.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: preparing at least one market research plan developing specifications for research components outsourced to external consultants as appropriate managing market research activities in accordance with organisational market research policy and procedures evaluating research processes and findings against relevant market research project plan and work plans preparing and presenting a report on market research findings.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to previous market research plans and exemplars of market research project specifications.
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: assessment of written reports evaluating market research activities direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge and understanding review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other marketing units.

Range Statement

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.
Research policies and procedures may include:	measures taken to ensure quality of data and to set validity and reliability requirements occupational health and safety procedures, practices, policies and precautions opportunities for involvement of enterprise staff and other stakeholders performance indicators, targets and specifications privacy and confidentiality guidelines, and ethical considerations procedures to accurately document findings and to ensure accuracy is being attained relevant national, state and local legislation
Finalisation may include:	additional detail on any matter of operations that was not required for approved plans but is required for action by researchers or other relevant personnel
Processes to obtain required resources may involve:	liaison and negotiation with key stakeholders organisational procedures and requirements for obtaining resources written and oral submissions for resources
Monitoring work plan activity may include:	amending work plan if necessary documenting what is required of researchers, by when and with what resources conducting meetings, briefings or providing direct supervision providing opportunities for feedback, support, advice and debriefing for research workers developing and implementing procedures for regular reviews of progress
Stakeholders may include:	Board chief executive officer management committee marketing personnel other managers owners production staff senior management team supervisors team members

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG608A Develop organisational marketing objectives

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to senior marketing professionals who are responsible for providing strategic direction to the marketing function of an organisation. Their responsibilities include analysing information on the internal and external business and marketing environment; examining current marketing performance; identifying new marketing opportunities arising from emerging trends; and devising strategies to achieve overall business objectives. Individuals operating at this level will generally conduct these activities using information gathered by people working under their direct and indirect supervision at lower levels of the organisation. This unit should be assessed either before or in conjunction with BSBMKG609A Develop a marketing plan, which covers the skills and knowledge to devise specific marketing strategies and tactics arising from formulation of marketing objectives.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify strategic direction	1.1. Confirm organisation's mission, vision, purpose and values from current organisational materials or from owners, directors or senior management 1.2. Analyse strategic organisational documents to identify organisational directions and targets 1.3. Complete a situational analysis that identifies factors impacting on the direction and performance of the business 1.4. Identify legal and ethical requirements for the organisation 1.5. Document and confirm the strategic direction of the organisation with owners, directors or senior management, and identify its impact on marketing activities
2. Review marketing performance	2.1. Evaluate the effectiveness of previous marketing and positioning strategies to identify lessons learned 2.2. Analyse current key products or services and major markets for strengths, weaknesses, opportunities and threats 2.3. Evaluate previous marketing opportunities captured by the organisation, and examine and document their profitability 2.4. Evaluate marketing performance against previous objectives, targets to identify critical success factors, and areas for improvement
3. Scope marketing opportunities	3.1. Identify and analyse marketing opportunities in terms of their viability and likely contribution to the business 3.2. Use an assessment of external factors, costs, benefits, risks and opportunities to determine the scope of each marketing opportunity 3.3. Analyse opportunities in terms of their likely fit with organisational goals and capabilities 3.4. Evaluate each opportunity to determine its likely impact on current business and customer base
4. Formulate marketing objectives	4.1. Develop objectives in consultation with key internal stakeholders that are attainable and measurable, and that identify the nature and extent of what is to be achieved 4.2. Ensure objectives are consistent with the forecast needs of the business and the market 4.3. Ensure objectives are compatible with the organisation's projected capabilities, resources and financial position 4.4. Ensure objectives are compatible with the organisation's direction and purpose, and meet legal and ethical requirements 4.5. Formulate long term strategic objectives and related key performance indicators by product or service, market segment and overall 4.6. Develop a risk management strategy to identify risks and manage contingencies, and to ensure that marketing objectives are met in accordance with overall organisational requirements 4.7. Document marketing objectives

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to question, clarify and report information management skills to extract relevant details when conducting strategic analysis literacy skills to write in a range of styles for different audiences, and to interpret legal requirements and strategic organisational documents numeracy skills to analyse marketing performance data.
Required knowledge
financial management techniques key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice Australian E-commerce Best Practice Model Australian Government Policy Framework for Consumer Protection in Electronic Commerce confidentiality requirements copyright laws defamation laws Free TV Australia Commercial Television Industry Code of Practice anti-discrimination legislation and principles of equal opportunity, equity, and diversity privacy laws sweepstakes regulations Trade Practices Act organisational structure, policies, procedures, products or services and overall strategic plans principles and concepts of marketing and evaluation methodologies strategic, operational and tactical analysis techniques.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: developing marketing objectives for an organisationincluding: undertaking strategic analysis reviewing current marketing performance formulating short and long term marketing objectives developing a marketing risk management strategy.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources access to examples of previous strategic and marketing strategic, analyses and plans.
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: analysis of responses to case studies and scenarios assessment of written reports on strategic analysis conducted and formulated objectives direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations on marketing performance and objectives oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBMKG609A Develop a marketing plan other marketing units.

Range Statement

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.
Strategic organisational documents may include:	annual reports codes of practice company policy customer service charter security and privacy policies strategic marketing plans strategic plans
Situational analysis may include:	collaborators analysis competitive analysis environmental analysis market analysis market measurements productivity or profitability analysis
Legal and ethical requirements may include:	codes of practice cultural expectations and influences environmental issues ethical principles health and safety of workplace personnel legislation policies and guidelines regulations security and privacy issues social responsibilities societal expectations
Evaluating marketing performance may include:	comparative analysis competitive analysis life cycle models product portfolio analysis strengths, weaknesses, opportunities, threats (SWOT) analysis value chain analysis
Key internal stakeholders may include:	Board of directors finance staff human resources staff IT staff managers marketing personnel owners production staff supervisors

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBMKG609A Develop a marketing plan

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to research, develop and present a marketing plan for an organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in senior marketing positions who are responsible for formulating a marketing plan by developing specific marketing strategies and tactics in accordance with the organisation's overall marketing objectives. Individuals operating at this level may receive input from people working under their supervision who collect information required to devise specific marketing strategies and tactics. This unit builds on BSBMKG608A Develop organisational marketing objectives, which covers the skills and knowledge required to conduct a strategic analysis to formulate organisational marketing objectives.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Devise marketing strategies	1.1. Evaluate marketing opportunity options that address organisational objectives, and evaluate their risks and returns in the selection process 1.2. Develop marketing strategies that address strengths and opportunities within the organisation's projected capabilities and resources 1.3. Develop strategies which increase resources or organisational expertise where gaps exist between current capability and marketing objectives 1.4. Develop feasible marketing strategies and communicate reasons that justifies their selection 1.5. Ensure strategies align with organisation's strategic direction 1.6. Develop a marketing performance review strategy, incorporating appropriate marketing metrics to review of organisational performance against marketing objectives
2. Plan marketing tactics	2.1. Detail tactics to implement each marketing strategy in terms of scheduling, costing, accountabilities and persons responsible 2.2. Identify coordination and monitoring mechanisms for scheduled activities 2.3. Ensure tactics are achievable within organisation's projected capabilities and budget 2.4. Ensure tactics meet legal and ethical requirements 2.5. Ensure tactics provide for ongoing review of performance against objectives and budgets, and allow marketing targets to be adjusted if necessary
3. Prepare and present a marketing plan	3.1. Ensure marketing plan meets organisational, as well as marketing, objectives and incorporates marketing approaches and a strategic marketing mix 3.2. Ensure marketing plan contains a rationale for objectives and information that supports the choice of strategies and tactics 3.3. Present marketing plan for approval in the required format and timeframe 3.4. Adjust marketing plan in response to feedback from key stakeholders and disseminate for implementation within the required timeframe

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities leadership skills to gain trust and confidence of colleagues and clients literacy skills to identify company and product or service information, to interpret strategic reports, to write in a range of styles for different audiences and to interpret legal requirements, company policies and procedures numeracy skills to analyse, create and manage budgets for marketing activities organisational and time management skills to sequence tasks and meet time lines presentation and facilitation skills to present a marketing plan.
Required knowledge
organisational structure, products and services, overall strategic and marketing objectives key provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as: anti-discrimination legislation and principles of equal opportunity, equity, and diversity Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice Australian E-commerce Best Practice Model Australian Government Policy Framework for Consumer Protection in Electronic Commerce confidentiality requirements copyright laws defamation laws Free TV Australia Commercial Television Industry Code of Practice privacy laws sweepstakes regulations Trade Practices Act industry products and services knowledge.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: devising, documenting and presenting a marketing plan detailing approaches and the marketing mix to achieve organisational marketing objectives.
Context of and specific resources for assessment	Assessment must ensure: access to office equipment and resources access to strategic plans and marketing objectives.
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: assessment of written marketing plans outlining marketing strategies and tactics to be used in achieving organisational marketing objectives demonstration of techniques used to develop marketing strategies in conjunction with relevant persons direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentation of marketing plan to relevant persons oral or written questioning review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBMKG608A Develop organisational marketing objectives other marketing units.

Range Statement

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.
Marketing opportunity options may include:	cooperative ventures exports extending, expanding or otherwise changing an existing business franchising joint ventures new businesses new products or services for existing markets new products or services for new markets potential for greater penetration of existing markets with existing products or services strategic alliances take-overs
Marketing strategies may include:	achieving lower costs of production and distribution than competitors creating a very different product line or service so that the business becomes a class leader in the industry distribution pricing, presentation and display of products or services product design and packaging product range and mix promotion and advertising pursuing cost leadership or product differentiation within a specialist market segment
Marketing performance review strategy may include:	comparative analysis competitive analysis life cycle models product portfolio analysis strengths, weaknesses, opportunities, threats (SWOT) analysis value chain analysis
Legal and ethical requirements may include:	codes of practice cultural expectations and influences environmental issues ethical principles legislation policies and guidelines regulations safety issues security and privacy issues social responsibilities societal expectations
Marketing approaches may include:	differentiated target marketing direct marketing direct response marketing e-business mass distribution mass marketing personal selling product variety marketing promotion marketing
Marketing mix may include:	product or service variables such as: technical features design quality range safety features pricing promotion distribution level of service

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Marketing

Co-requisite units

Co-requisite units

BSBOHS201A Participate in OHS processes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who require a fundamental knowledge of OHS to carry out their own work which may be in a defined context under direct supervision or with some individual responsibility. This unit has broad applicability across industries and workplace contexts.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Work safely	1.1. Follow established safety procedures when conducting work 1.2. Carry out pre-start systems and equipment checks in accordance with workplace procedures
2. Implement workplace safety requirements	2.1. Identify designated persons for reporting queries and concerns about safety in the workplace 2.2. Identify existing and potential hazards in the workplace, report them to designated persons and record them in accordance with workplace procedures 2.3. Identify and implement workplace procedures and work instructions for controlling risks 2.4. Report emergency incidents and injuries to designated persons
3. Participate in OHS consultative processes	3.1. Contribute to workplace meetings, inspections or other consultative activities 3.2. Raise OHS issues with designated persons in accordance with organisational procedures 3.3. Take actions to eliminate workplace hazards or to reduce risks
4. Follow safety procedures	4.1. Identify and report emergency incidents 4.2. Follow organisational procedures for responding to emergency incidents

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to interpret safety signs, symbols and notices problem-solving skills to analyse options in an emergency situation.
Required knowledge
responsibilities of employers and employees under relevant health and safety legislation emergency procedures including procedures for fires and accidents commonly used hazard signs and safety symbols.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: accurately following all relevant safety procedures identifying and reporting hazards to designated personnel knowledge of relevant health and safety legislation knowledge of relevant materials, equipment and work processes.
Context of and specific resources for assessment	Assessment must ensure: safety processes, hazards and risk are relevant to the area of work
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of documentation identifying and reporting emergency incidents
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units related to the work environment

Range Statement

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.
Safety procedures may include:	completing required documentation local, state and federal legislation Materials Safety Data Sheets (MSDSs) National Health and Medical Research Council guidelines following OH&S guidelines relevant to workplace maintenance and use of cleaning apparatus in a work environment, such as; disposing of spilled substances, dangerous products, 'sharps' and waste correctly maintaining stocks of cleaning equipment (eg. disposable gloves, liquid repellent aprons, disinfectant) sterilising and/or disposing of cleaning equipment using appropriate cleaning equipment to clean spillages and breakages wearing protective clothing, protective eye wear when in contact with body fluids or chemicals that may splash using and storing toxic and hazardous materials correctly keeping workplace clean and tidy office practice manual displaying health and safety brochures, magazines and other material undergoing operator training when using new equipment or processes special guidelines in a medical setting: RACGP Code of Practice for the Management of Health Information in General Practice RACGP Entry Standards for General Practices RACGP Sterilisation/Disinfection guidelines for General Practice
Designated persons may include:	designated health and safety officers health and safety representatives supervisors managers team leaders other persons authorised or nominated by the enterprise or industry
Hazards may include anything which is a source of:	potential harm in terms of human injury or ill health damage to property damage to the environment potential harm in terms of human injury or ill health including: toxic or hazardous materials hazardous work processes unsafe work practices hazardous equipment unstable personnel potential harm in a medical setting: blood breakage / spillage drug hold-ups needle sticks medical emergencies (eg. Falls, bleeding, seizures, fainting, collapses, panic attack, psychosis) spread of infection potential sources of infection: breakages contaminated waste patients with colds, flu and other infectious diseases sharps (eg. needles, scalpel blades) spillage used dressings, bandages and equipment unsterilised/poorly sterilised equipment and work surfaces unwashed hands
Risk is:	the chance of something occurring that will result in injury or damage
Emergency incidents may include:	accidents emergency situations fire flood sudden illness incidents external threats

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Occupational Health and Safety

Co-requisite units

Co-requisite units

BSBOHS407A Monitor a safe workplace

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement and monitor the organisation's occupational health and safety (OHS) policies, procedures and programs in the relevant work area to meet legislative requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to employees with supervisory responsibilities for implementing and monitoring the organisation's OHS policies, procedures and programs in a work area. This unit applies to individuals with a broad knowledge of OHS policies who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They provide supervision and guidance to others and have limited responsibility for the output of others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Provide information to the workgroup about OHS policies and procedures	1.1. Accurately explain relevant provisions of OHS legislation and codes of practice to the workgroup 1.2. Provide information to the workgroup on the organisation's OHS policies, procedures and programs, ensuring it is readily accessible by the workgroup 1.3. Regularly provide and clearly explain information about identified hazards and the outcomes of risk assessment and control to the workgroup
2. Implement and monitor participative arrangements for the management of OHS	2.1. Explain the importance of effective consultative mechanisms in managing health and safety risks 2.2. Implement and monitor consultative procedures to facilitate participation of workgroup in management of work area hazards 2.3. Promptly deal with issues raised through consultation, in accordance with organisational consultation procedures 2.4. Promptly record and communicate to the workgroup the outcomes of consultation over OHS issues
3. Implement and monitor the organisation's procedures for providing OHS training	3.1. Systematically identify OHS training needs in line with organisational requirements 3.2. Make arrangements to meet OHS training needs of team members in consultation with relevant individuals 3.3. Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate team and individual achievement of identified training needs 3.4. Identify and report to management the costs associated with providing training for work team, for inclusion in financial plans
4. Implement and monitor procedures for identifying hazards and assessing risks	4.1. Identify and report on hazards in work area in accordance with OHS policies and procedures 4.2. Promptly action team member hazard reports in accordance with organisational procedures
5. Implement and monitor the organisation's procedures for controlling risks	5.1. Implement procedures to control risks using the hierarchy of controls and organisational requirements 5.2. Identify and report inadequacies in existing risk control measures in accordance with the hierarchy of controls 5.3. Monitor outcomes of reported inadequacies, where appropriate, to ensure a prompt organisational response
6. Implement and monitor the organisation's procedures for maintaining OHS records for the team	6.1. Accurately complete and maintain OHS records of incidents of occupational injury and disease in work area in accordance with OHS legal requirements 6.2. Use aggregate information and data from work area records to identify hazards and monitor risk control procedures in work area

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to identify hazards, to assess risks in the work area and to review data relating to monitoring and evaluating incidents (accidents), environmental issues and the effectiveness of risk control measures literacy skills to comprehend documentation and to interpret OHS requirements coaching and mentoring skills to provide support to colleagues.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues OHS legal responsibilities of employers, supervisors and employees in the workplace hazards and associated risks which exist in the workplace organisational policies and procedures relating to hazard management, fire, emergency, evacuation, incident (accident) investigating and reporting relevance of consultation as a key mechanism for improving workplace culture.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: applying organisational management systems and procedures to OHS within workgroup area applying procedures for assessing and controlling risks to health and safety associated with those hazards, in accordance with the hierarchy of controls providing specific, clear and accurate information and advice on workplace hazards to workgroup knowledge of legal responsibilities of employers, supervisors and employees in the workplace.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of documentation relating to hazards in the work lace examples of documents relating to workplace safety, hazard identification and risk assessment.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of records communicating the outcomes of consultation over OHS issues to the workgroup analysis of responses to case studies and scenarios demonstration of techniques review of reports to management on the costs associated with providing training for the work team oral or written questioning to assess knowledge of workplace safety and hazards examples of risk assessments evaluation of actioning of team member hazard reports review of OHS records of occupational injury and disease incidents in work area.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: management units other OHS units.

Range Statement

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.
OHS legislation and codes of practice may include:	common law duties to meet the general duty of care requirements health and safety representatives and health and safety committees prompt resolution of health and safety issues provision of information, induction and training regulations and approved codes of practice relating to hazards present in work area relevant state/territory legislation requirements for the maintenance and confidentiality of records of occupational injury and disease
Organisation's OHS policies, procedures and programs may include:	consultative arrangements for employees in work area dangerous goods transport and storage emergency and evacuation procedures first aid provision/medical practitioner contact and attention hazard reporting procedures hazardous substances use and storage incident (accident) investigation OHS arrangements for on site contractors, visitors and members of public OHS audits and safety inspections plant and equipment maintenance and use procedures for hazard identification procedures for risk assessment, selection and implementation of risk control measures purchasing policy and procedures safe operating procedures/instructions site access use and care of personal protective equipment
Identified hazards and the outcomes of risk assessment may include:	checking equipment before and during work consulting work team members daily informal employee consultation and regular formal employee meetings housekeeping OHS audits and review of audit reports review of health and safety records including hazard reports, hazardous substances and dangerous goods registers, injury records workplace inspections in area of responsibility
Organisational consultation procedures may include:	attendance of health and safety representatives at management and OHS planning meetings counselling/disciplinary processes early response to employee suggestions, requests, reports and concerns put forward to management election of health and safety representatives in accordance with legislative requirements formal and informal meetings health and safety committees other committees, for example, planning and purchasing
Procedures to control risks may include:	consultation with employees and their representatives job/process/workplace re-design e.g. introduce mechanical handling equipment, re-arrange material flow/timing/scheduling, raise/lower work platforms removing the cause of a risk at its source (eliminating the hazard) e.g. removing stored goods permanently from emergency exit passageways selecting control measures in accordance with the hierarchy i.e. work through hierarchy from most effective to least effective control
OHS records may include:	audit and inspection reports consultation e.g. meetings of health & safety committees, workgroup meeting agendas including OHS items and actions first aid/medical post records hazardous substances registers induction, instruction and training manufacturer's and supplier's information including dangerous goods storage lists plant and equipment maintenance and testing reports workers compensation and rehabilitation records workplace environmental monitoring records

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Occupational Health and Safety

Co-requisite units

Co-requisite units

BSBOHS505B Manage hazards in the work environment

Modification History

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to identify hazards, and to assess and control risks in the work environment. It focuses on the knowledge, processes and techniques necessary to control specific hazards in the work environment.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

This unit describes the performance outcomes, skills and knowledge required to identify hazards, and to assess and control risks in the work environment. It focuses on the knowledge, processes and techniques necessary to control specific hazards in the work environment.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Hazards may include noise, light, radiation, hazardous substances, dangerous goods, dusts and fibres, gravity (falls from heights), thermal environment, ergonomic hazards, manual handling, biological or psychosocial hazards or hazards arising from work organisation.

Where the use of monitoring equipment is appropriate, useful underpinning skills are provided in BSBOHS406B Use equipment to conduct workplace monitoring.

This unit differs from BSBOHS504B Apply principles of OHS risk management, which takes a generic approach to risk management and provides required knowledge and skills.

Hazards may include noise, light, radiation, hazardous substances, dangerous goods, dusts and fibres, gravity (falls from heights), thermal environment, ergonomic hazards, manual handling, biological or psychosocial hazards or hazards arising from work organisation.

Where the use of monitoring equipment is appropriate, useful underpinning skills are provided in BSBOHS406B Use equipment to conduct workplace monitoring.

This unit differs from BSBOHS504B Apply principles of OHS risk management, which takes a generic approach to risk management and provides required knowledge and skills.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Employability Skills Information

This unit contains employability skills.

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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 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

Elements and Performance Criteria
Element	Performance Criteria
1	Access sources of information and data about the work environment to identify hazardous tasks or conditions	1.1	Access external sources of information and data to assist in identifying hazardous tasks or conditions for the selected hazard
1.2	Review workplace sources of information and data to assist in identification of hazardous tasks or conditions for the selected hazard
1.3	Use appropriate tools to identify hazardous tasks or conditions for the selected hazard
1.4	Use appropriate tools to conduct workplace inspections in consultation with stakeholders
1.5	Seek input from stakeholders, key personnel and OHS specialists if required
2	Analyse the work environment to assess risk	2.1	Identify and appropriately use equipment and strategies required for basic workplace measurement and monitoring of the selected hazard
2.2	Interpret results of workplace measurements in accordance with recognised standards
2.3	Seek input from stakeholders to clarify and confirm issues related to the selected hazard
2.4	Report results of workplace measurements and interpretations to stakeholders in a format easily understandable by the target group
2.5	Assess risks associated with identified hazards in the work environment in consultation with stakeholders and take into account effectiveness of existing controls
2.6	Identify and prioritise hazardous tasks or conditions requiring control action in consultation with stakeholders, taking account of recognised standards
2.7	Establish and update risk register as appropriate
3	Control risk associated with hazard	3.1	Seek information and data from external sources on control options for the specific hazard
3.2	Seek information and data from stakeholders and key personnel on control options for the specific hazard
3.3	Develop and advise a range of control options, in consultation with stakeholders and key personnel, by applying the hierarchy of control, noting that personal protective equipment (PPE) is regarded as the least satisfactory control measure
3.4	Identify factors with a potential to impact on the effectiveness of controls
3.5	Develop control strategy for the selected hazard in consultation with stakeholders
3.6	Communicate outcomes of hazard identification, workplace monitoring and analysis, and the resultant control strategy to stakeholders and key personnel for action as appropriate
4	Monitor and review effectiveness of control strategy	4.1	Regularly review effectiveness of control strategy
4.2	Determine frequency, method and scope of review in consultation with workplace stakeholders and in accordance with workplace procedures
4.3	Seek input from stakeholders to review
4.4	Identify areas for improvement in the control of the selected hazard and make recommendations for improvement
5	Apply professional practice	5.1	Manage collection of information and data, reporting of outcomes and maintenance of records in an ethical manner
5.2	Identify situations where OHS specialists may be required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to: identify areas for hazard control analyse relevant workplace information and data contribute to the assessment of the resources needed to systematically manage OHS and, where appropriate, access resources attention to detail when making observations and recording outcomes research skills to access relevant OHS information and data numeracy skills to carry out simple arithmetical calculations (e.g. % change), and to produce graphs of workplace information and data to identify trends and recognise limitations
Required knowledge
technological skills to use basic measuring equipment including reading scales and dials applicable to selected hazards communication skills to: conduct effective formal and informal meetings and to communicate effectively with personnel at all levels of the organization, OHS specialists and, as required, emergency services personnel prepare reports for a range of target groups including OHS committee, OHS representatives, managers and supervisors use language and literacy skills appropriate to the workgroup and the task consultation and negotiation skills to develop plans, and to implement and monitor designated actions project management skills to achieve change in OHS matters organisational skills to manage own tasks within a timeframe information technology skills to access and enter internal and external information and data on OHS and to use a range of communication media.

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: hazard identification, analysis of the work environment and participation in the development of risk control for selected hazard types knowledge of relevant OHS legislation (acts, regulations, codes of practice, associated standards and guidance material).
Context of and specific resources for assessment	Assessment must ensure: reports from other parties consulted in identifying hazards and conducting risk assessments.
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: analysis of responses to case studies and scenarios assessment of written reports on the effectiveness of the hazard identification, risk assessment, control and management actions taken demonstration of techniques used to identify hazards; assess associated risks; control, monitor and evaluate risks direct questioning combined with review of portfolios of evidence and third party reports of on-the-job performance by the candidate observation of performance in role plays observation of presentations oral or written questioning to assess knowledge of characteristics, mode of action and units of measurement of major hazard types review of control strategies developed for the selected hazard assessment of reports to stakeholders about the results of workplace measurements and interpretations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other OHS units.

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.
External sources of information and data may include:	Australian Safety and Compensation Council databases with national and state injury data such as National Industrial Chemicals Notification and Assessment Scheme (NICNAS) employer groups industry bodies journals and websites legislation, codes of practice and standards manufacturers' manual and specifications OHS regulatory authorities OHS specialists unions
Hazards may include:	source or a situation with a potential for harm in terms of: injury ill health damage to property damage to the environment a combination of the above
Workplace sources of information and data may include:	employees hazard, incident and investigation reports material safety data sheets (MSDSs) minutes of meetings OHS representatives reports and audits workplace inspections
Appropriate tools may include:	checklists produced as part of codes of practice notes or drawings photographs tools developed for a specific work environment, situation or hazard tools provided by external sources or advisors
Stakeholders may include:	employees health and safety, and other employee representatives managers OHS committees supervisors
Key personnel may include:	managers in related areas people involved in OHS decision making or who are or affected by OHS decisions
OHS specialists may include:	engineers ergonomists occupational hygienists organisational psychologists toxicologists workplace injury and return to work advisors
Equipment may include basic instrumentation such as:	goniometer humidity measuring devices light meters simple gas sampling devices sound level meters temperature measuring devices
Strategies may include:	focus groups interviews questionnaires
Recognised standards may include:	codes of practice exposure standards guidance notes national and industry standards OHS regulations
Risks may include:	the chance of something happening that will result in injury or damage which are measured in terms of consequences (injury or damage) and likelihood of the consequence
Risk register may include:	list of: hazards location of hazards people exposed to the hazards possible control measures and dates for implementation range of possible scenarios or circumstances under which these hazards may cause injury or damage results of the risk assessment
Hierarchy of control may include:	eliminating hazards and where this is not practicable, minimising risk by: substitution isolating the hazard from personnel using engineering controls using administrative controls (e.g. procedures, training) using PPE
Personal protective equipment is equipment designed to be worn by a person to provide protection from hazards, and may include:	clothing and footwear face and eye protection hand protection head protection hearing protection respiratory protection
Factors with a potential to impact on effectiveness of controls may include:	cultural diversity geographic location hierarchical structure language literacy and numeracy levels shift work and rostering arrangements size of organisation training required workplace culture related to OHS including commitment by managers and supervisors and compliance with procedures and training workplace organisational structures (size of organisation, geographic, hierarchical)
Ethical manner may include:	commercial-in-confidence information and data as appropriate confidentiality own currency of knowledge privacy as appropriate

Unit Sector(s)

empty

empt

Competency field

Regulation, Licensing and Risk - Occupational Health and Safety

Regulation, Licensing and Risk - Occupational Health and Safety

BSBOHS509A Ensure a safe workplace

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to establish, maintain and evaluate the organisation's occupational health and safety (OHS) policies, procedures and programs in the relevant work area in accordance with OHS legal requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Managers play an important role in ensuring the safety of the workplace and the wellbeing of their staff. This unit applies to managers working in a range of contexts. It takes a systems approach and ensures compliance with relevant legislative requirements. All those who have, or are likely to have, a management responsibility for OHS should undertake this unit. It is relevant for those with managerial responsibilities, either as an owner or employee-manager of a business.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Establish and maintain an OHS system	1.1. Locate and communicate OHS policies which clearly express the organisation's commitment to implement relevant OHS legislation in the enterprise 1.2. Define OHS responsibilities for all workplace personnel in accordance with OHS policies, procedures and programs 1.3. Identify and approve financial and human resources for the effective operation of the OHS system
2. Establish and maintain participative arrangements for the management of OHS	2.1. Establish and maintain participative arrangements with employees and their representatives in accordance with relevant OHS legislation 2.2. Appropriately resolve issues raised through participative arrangements and consultation 2.3. Promptly provide information about the outcomes of participation and consultation in a manner accessible to employees
3. Establish and maintain procedures for identifying hazards, and assessing and controlling risks	3.1. Develop procedures for ongoing hazard identification, and assessment and control of associated risks 3.2. Include hazard identification at the planning, design and evaluation stages of any change in the workplace to ensure that new hazards are not created by the proposed changes 3.3. Develop and maintain procedures for selection and implementation of risk control measures in accordance with the hierarchy of control 3.4. Identify inadequacies in existing risk control measures in accordance with the hierarchy of control and promptly provide resources to enable implementation of new measures 3.5. Identify intervention points for expert OHS advice
4. Establish and maintain a quality OHS management system	4.1. Develop and provide an OHS induction and training program for all employees as part of the organisation's training program 4.2. Utilise system for OHS record keeping to allow identification of patterns of occupational injury and disease in the organisation 4.3. Measure and evaluate the OHS system in line with the organisation's quality systems framework 4.4. Develop and implement improvements to the OHS system to achieve organisational OHS objectives 4.5. Ensure compliance with the OHS legislative framework so that legal OHS standards are maintained as a minimum

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytic skills to analyse relevant workplace data in order to identify hazards, and to assess and control risks communication skills to consult with staff and to promote a safe workplace problem-solving skills to deal with complex and non-routine difficulties technology skills to store and retrieve relevant workplace data.
Required knowledge
application of the hierarchy of control (the preferred order of risk control measures from most to least preferred, that is, elimination, engineering controls, administrative controls, personal protective equipment) hazard identification and risk management relevant legislation from all levels of government that affects business operation, especially in regard to OHS and environmental issues, equal opportunity, industrial relations and anti-discrimination reporting requirements.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: detailed knowledge and application of all relevant OHS legislative frameworks establishment and maintenance of arrangements for managing OHS within the organisations' business systems and practices identification of intervention points for expert OHS advice principles and practice of effective OHS management in a small, medium or large business.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios assessment of written reports demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of OHS policies, information provided on the OHS system, information about the outcomes of participation and consultation provided to employees oral or written questioning to assess knowledge of OHS and OHS legislation evaluation of OHS induction and training review of OHS record keeping system.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other OHS units units from the Diploma of Management.

Range Statement

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.
OHS legislation will depend on state/territory legislation and requirements, and will include:	common law duties to meet general duty of care requirements regulations and approved codes of practice relating to hazards in the work area requirements for establishment of consultative arrangements including those for health and safety representatives, and health and safety committees requirements for effective management of hazards requirements for provision of information and training including training in safe operating procedures, procedures for workplace hazards, hazard identification, risk assessment and risk control, and emergency and evacuation procedures requirements for the maintenance and confidentiality of records of occupational injury and disease
Control of associated risks may include:	administrative counselling/disciplinary processes elimination engineering housekeeping and storage issue resolution OHS records maintenance and analysis personal protective equipment purchasing of supplies and equipment workplace inspections including plant and equipment
Organisational health and safety record keeping may relate to:	audit and inspection reports workplace environmental monitoring records consultation e.g. meetings of health & safety committees, work group meeting agendas including OHS items and actions induction, instruction and training manufacturers' and suppliers' information including dangerous goods storage lists hazardous substances registers plant and equipment maintenance and testing reports workers compensation and rehabilitation records first aid/medical post records

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBPMG408A Apply contract and procurement procedures

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to assist with contracting and procurement for a project. It covers identifying procurement and contract requirements, assisting with contractor selection, conducting contracting and procurement activities and assisting with finalisation of activities for the project. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to a project team member working under the direction of a project manager with other project team members. The individual may be operating within an organisation or as a consultant. The skills should be applied in the context of multiple complex projects, with the individual operating as part of a specialist project management team. In the context of this unit a complex project is defined as a project which involves: the need for a comprehensive and multi faceted project plan the need for a formal internal or external communications strategy a dedicated and diverse project budget multiple administrative components multiple operational components a wide range of stakeholders a project operations team. The functions performed by a worker managing a straightforward project or a section of a larger project where project management is not the main focus of the job role are covered by BSBPMG510A Manage projects. The functions performed by a project manager to manage procurement for the whole project are addressed in BSBPMG509A Manage project procurement.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Assist with contract and procurement planning	1.1. Contribute to the establishment of procurement requirements 1.2. Act under delegated authority to contribute to the development of the procurement management plan 1.3. Contribute to the development of project documentation for contract definition and formation
2. Contribute to contractor selection process	2.1. Gather and evaluate information on potential suppliers 2.2. Make recommendations to assist in selection of preferred contractors 2.3. Provide contribution to the definition of agreed terms and conditions with preferred contractor/s 2.4. Assist with the development of the final tendering and contractual documentation
3. Conduct contracting and procurement activities	3.1. Undertake procurement activities and maintain information so that reporting, confidentiality and audit requirements are met 3.2. Receive, reconcile and register supplies in accordance with established procedures to facilitate payment throughout project 3.3. Monitor and control contractors and suppliers and their activities for compliance with designated responsibilities, deliverables, time/cost and quality conformance and other requirements
4. Conduct finalisation activities	4.1. Test and accept supplies to ensure quality and suitability for purpose 4.2. Provide assistance in the ongoing review of project outcomes using available records and information to determine the effectiveness of contracting and procurement activities 4.3. Report contracting and procurement management issues and responses to others for application in future projects

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
organisational skills to participate in contract and procurement management literacy skills to read and interpret contracts and procurement documentation interpersonal skills to communicate effectively with contractors and suppliers about contract performance and obligations.
Required knowledge
contract and procurement management framework as applied to project management project procurement and contract management tools and techniques broad legal contractual obligations of each party.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: application of procurement and contract management techniques in relation to multiple complex projects knowledge of the place and role of procurement in the project life cycle.
Context of and specific resources for assessment	Assessment must ensure: access to examples of project contract and procurement documentation access to records of project team participation in procurement tasks and activities.
Method of assessment	A range of assessment methods should be used to assess practical skill and knowledge. The following assessment methods are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses addressing different case studies and scenarios which present issues and problems in procurement oral or written questioning to assess knowledge of strategies for project procurement and contracting and their application to different situations review of procurement and contract management plans and other documentation associated with procurement processes evaluation of information gathered on potential suppliers assessment of recommendations made to assist in selecting preferred contractors assessment of reports produced about contracting and procurement management issues.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Project Management.

Range Statement

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.
Delegated authority means:	subject to frequent change in a multi-disciplinary environment under limited guidance and supervision within agreed authorisation and limits within established organisational framework, procedures and routines
Procurement activities may include:	conducting transfer and disposal actions confirming details and obtaining additional information about quotes etc. formally receipting goods and services or providing formal notice of delivery of goods and services identifying occupational health and safety (OHS) issues liaising with client, contractors, sub-contractors and other stakeholders maintaining registers and lists obtaining approvals from higher project authorities obtaining quotes from potential suppliers, providing quotes to potential clients or collaborating agencies and alliances planning, specifying and/or conducting test and acceptance procedures processing payment documentation
Reviews may include evaluations of:	agreed major milestones, for example phases and sub-contracts changes of key personnel delivery of major deliverables finalisation of project and other agreed milestones
Records may include:	assets and disposal actions lists of suppliers procurement logs, registers procurement reports records of contract planning, formation, negotiation or administration quotes, invoices and receipts test and acceptance results
Others may include:	higher project authorities project manager project specialists or personnel team members

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Project Management

Co-requisite units

Co-requisite units

BSBPMG508A Manage project risk

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage risk within a project to avoid adverse effects on project outcomes. It covers determining, monitoring and controlling project risks, and assessing risk management outcomes. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to an individual who is clearly and solely responsible for the management and leadership of a complex project, either as an employee of an organisation or an external consultant. In the context of this unit a complex project is defined as a project which involves: the need for a comprehensive and multi faceted project plan the need for a formal internal or external communications strategy a dedicated and diverse project budget multiple administrative components multiple operational components a wide range of stakeholders a project operations team. The functions performed by a program manager to manage risk within multiple projects are addressed in BSBPMG608A Direct risk management of a project program.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine project risks	1.1. Identify, document and analyse risks, in consultation with stakeholders and higher project authority, as the basis for risk planning 1.2. Use established risk management techniques and tools, within delegated authority, to analyse risks, assess options and recommend preferred risk approaches 1.3. Develop risk management plans, secure agreement of stakeholders and communicate plans to ensure clarity of understanding and ongoing management of risk factors 1.4. Establish designated risk management processes and procedures to enable effective management and communication of risk events, responses and results
2. Monitor and control project risks	2.1. Manage project in accordance with established project and risk management plans to ensure a common approach to the achievement of objectives 2.2. Monitor progress against project plans to identify variances and recommend responses to a higher project authority for remedial action 2.3. Implement agreed risk responses and modify plans to reflect changing project objectives in an environment of uncertainty
3. Assess risk management outcomes	3.1. Review project outcomes to determine effectiveness of risk management processes and procedures 3.2. Identify and document risk issues and recommended improvements, and pass on to higher project authority for application in future projects

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to write risk management plans problem-solving skills to control risks lateral thinking skills to identify risks planning and organisational skills to monitor project progress analytical skills to review project outcomes in terms of risk management.
Required knowledge
risk management framework risk management techniques, tools and approaches.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: demonstrated evidence of effective risk management for multiple complex projects knowledge of risk management techniques, strategies and tools.
Context of and specific resources for assessment	Assessment must ensure: access to workplace risk management documentation consideration of feedback from project stakeholders as to how risks were managed.
Method of assessment	A range of assessment methods should be used to assess practical skill and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of the risk management framework analysis of responses in addressing case studies and scenarios which present project scope management issues and problems review of risk management plans evaluation of monitoring of progress against project plans assessment of identified and documented risk issues and recommended improvements.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units in the Diploma of Project Management.

Range Statement

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.
Risks may be:	actual likely/probable perceived potential
Risk management techniques and tools may include:	calling upon personal experience and/or subject matter experts conducting or supervising qualitative and/or quantitative risk analysis, such as schedule simulation, decision analysis, contingency planning and alternative strategy development using specialist risk analysis tools to assist in the decision making process
Delegated authority refers to planning and activities that may:	be conducted routinely or as changing circumstances dictate be done independently within broad guidance or by taking the lead of a team involve consultation with other project members, teams and internal stakeholders involve the selection, use and supervision of appropriate risk management methods, tools and techniques
Risk management processes and procedures may include:	communication with stakeholders, dispute resolution and modification procedures implementation of risk control trigger mechanisms measurement of actual progress against planned milestones recording and reporting of major variance setting key milestones at significant points during the project and at completion
Recommended responses to variations may be made:	in consultation with project team members, section heads, project manager and stakeholders independently or with higher project authority endorsement if necessary regularly throughout the project life cycle taking into account internal organisational change and external environmental change

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Project Management

Co-requisite units

Co-requisite units

BSBPMG509A Manage project procurement

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake procurement and contract management within projects. It covers determining procurement requirements, establishing agreed procurement processes, conducting contracting and procurement activities, and managing finalisation processes. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to an individual who is clearly and solely responsible for the management and leadership of a complex project, either as an employee of an organisation or an external consultant. In the context of this unit a complex project is defined as a project which involves: the need for a comprehensive and multi faceted project plan the need for a formal internal or external communications strategy a dedicated and diverse project budget multiple administrative components multiple operational components a wide range of stakeholders a project operations team. The functions performed by a program manager to manage procurement within multiple projects are addressed in BSBPMG609A Direct procurement and contracting for a project program.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine procurement requirements	1.1. Identify procurement requirements with input from stakeholders as the basis for procurement planning and contracts 1.2. Establish and maintain, within delegated authority, an agreed procurement management plan and strategies to ensure clarity of understanding between stakeholders and achievement of project objectives
2. Establish agreed procurement processes	2.1. Obtain information from established sources capable of fulfilling procurement requirements to determine how project objectives can be met 2.2. Adopt established selection processes and selection criteria, including occupational health and safety (OHS) requirements, and communicate to stakeholders and prospective contractors or suppliers to ensure fair competition 2.3. Obtain approvals for procurement processes to be used for the project from higher project authority to enable formal discussions to be conducted
3. Conduct contracting and procurement activities	3.1. Communicate agreed proposals and/or specifications to prospective contractors or suppliers to ensure clarity of understanding of project objectives 3.2. Evaluate responses and select preferred contractors or suppliers in accordance with current legal requirements and agreed selection processes 3.3. Conduct negotiations with preferred contractor or supplier, with guidance of higher project authority if necessary, to agree on contract terms and conditions, establish common goals and minimise uncertainty
4. Implement contract and/or procurement	4.1. Implement established procurement management plan and make modifications with higher project authority approval, to ensure a common approach to achievement of objectives 4.2. Review progress and manage agreed changes to ensure timely completion of tasks, resolution of conflicts and achievement of project objectives within the legal framework of the contract 4.3. Identify and report procurement management problems to higher project authority and implement agreed remedial actions to ensure project objectives are met
5. Manage contract and procurement finalisation procedures	5.1. Conduct finalisation activities to ensure contract deliverables meet contractual requirements 5.2. Review project outcomes using available procurement records and information to determine effectiveness of contracting and procurement processes and procedures 5.3. Document lessons learned and recommended improvements, and pass on to higher project authority for application in future projects

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
problem-solving skills to resolve contractual and logistic issues negotiation skills to obtain required agreement in procurement and contracting discussions planning and organisational skills to identify procurement and contract requirements and to adjust and sequence these appropriately literacy and numeracy skills to produce and work with a range of procurement and contract documentation technology skills to use procurement and financial management software.
Required knowledge
contracts and legal obligations as they relate to project management procurement options, procedures and documentation relevant legislation, codes and national standards relevant.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: demonstrated experience in managing procurement and contracting processes in multiple complex projects knowledge of contracts and legal obligations as they relate to project management.
Context of and specific resources for assessment	Assessment must ensure: access to workplace documentation in the area of procurement and contracts consideration of evidence from stakeholders as to how procurement was managed.
Method of assessment	A range of assessment methods should be used to assess practical skill and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of strategies for managing project procurement and their application to different situations analysis of responses in addressing case studies and scenarios which present project procurement and contract management issues and problems review of procurement management plan review of communication of agreed proposals and/or specifications to prospective contractors or suppliers assessment of evaluation of responses and selection processes for preferred contractors or suppliers review of identification and reporting of procurement management problems.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units in the Diploma of Project Management.

Range Statement

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.
Delegated authority refers to planning and activities that may:	be conducted routinely or as changing circumstances dictate be done independently within broad guidance or by taking the lead of a team involve consultation with other project members, teams and internal stakeholders involve the selection, use and supervision of appropriate procurement management methods, tools and techniques take into account internal organisational change and external environmental change
Procurement management plan identifies and outlines:	how procurement arrangements are communicated to stakeholders processes to be used for procurement of resources process for monitoring and evaluating procurement related to the project procurement objectives, strategies and time lines resources to be obtained against a time line and budget responsibilities for staff/team members
Modifications may be made:	in consultation with project team members, section heads, project manager and stakeholders independently or with higher project authority endorsement if necessary regularly throughout the project life cycle taking into account internal organisational change and external environmental change
Procurement records and information may include:	contract change proposals and approvals contract discharge and asset disposal register contract documentation contract negotiation documentation contractor selection criteria, processes and recommendations procurement management plan product specifications test and acceptance procedures and documentation

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Project Management

Co-requisite units

Co-requisite units

BSBPMG510A Manage projects

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The unit focuses on the application of project management skills and the requirement to meet time lines, quality standards, budgetary limits and other requirements set for the project. The unit does not apply to specialist project managers. For specialist project managers, the units of competency in the Project Management competency field will be applicable.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Define project	1.1. Access project scope and other relevant documentation 1.2. Define project stakeholders 1.3. Seek clarification from delegating authority of any issues related to project and project parameters 1.4. Identify limits of own responsibility and reporting requirements 1.5. Clarify relationship of project to other projects and to the organisation's objectives 1.6. Determine and access available resources to undertake project
2. Develop project plan	2.1. Develop project plan including timelines, work breakdown structure, role and responsibilities and other details of how the project will be managed in relation to the project parameters 2.2. Identify and access appropriate project management tools 2.3. Formulate risk management plan for project, including occupational health and safety (OHS) 2.4. Develop and approve project budget 2.5. Consult team members and take their views into account in planning the project 2.6. Finalise project plan and gain any necessary approvals to commence project according to documented plan
3. Administer and monitor project	3.1. Take action to ensure project team members are clear about their responsibilities and the project requirements 3.2. Provide support for project team members, especially with regard to specific needs, to ensure that the quality of the expected outcomes of the project and documented time lines are met 3.3. Establish and maintain required record keeping systems throughout the project 3.4. Implement and monitor plans for managing project finances, resources (human, physical and technical) and quality 3.5. Complete and forward project reports as required to stakeholders 3.6. Undertake risk management as required to ensure project outcomes are met 3.7. Achieve project deliverables
4. Finalise project	4.1. Complete financial record keeping associated with project and check for accuracy 4.2. Assign staff involved in project to new roles or reassign to previous roles 4.3. Complete project documentation and obtain any necessary sign offs for concluding project
5. Review project	5.1. Review project outcomes and processes against the project scope and plan 5.2. Involve team members in the project review 5.3. Document lessons learnt from the project and report within the organisation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and negotiation skills to work with team members and other stakeholders to maintain project schedules literacy skills to read, write and review a range of documentation planning and organising skills to develop, monitor and maintain implementation schedules numeracy skills to analyse data, and to compare time lines and promotional costs against budgets culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
Required knowledge
relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues OHS organisational structure, and lines of authority and communication within the organisation how the project relates to organisation's overall mission, goals, objectives and operations.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of a project plan details of monitoring arrangement/s and evaluation of the project plan's efficacy to address time lines and budgets of project knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to workplace project documentation.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of how the project relates to the organisation's overall mission, goals, objectives and operations review of project risk management plan and project plan evaluation of project reports forwarded to stakeholders analysis of documentation reviewing project outcomes and processes against the project scope and plan evaluation of documentation outlining lessons learnt from the project.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other project management units.

Range Statement

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.
Project scope and other relevant documentation may include:	contract or other agreement project brief project plan or summary other documents outlining expected outcomes of the project, inclusions and exclusions from project, timeframes for project, quality standards for project, project resources
Stakeholders may include:	clients or customers (internal and external) funding bodies management, employees and relevant key personnel (internal and external) with special responsibilities project sponsor
Delegating authority may include:	customer or client funding body manager or management representative project sponsor
Project parameters may include:	finances for project integration of project within organisation legislative and quality standards physical, human and technical resources available or required for project procurement requirements associated with project reporting requirements risks associated with project, including OHS scope of project time lines
Project management tools may include:	cost schedule control system Critical Path Method Gantt and bar charts life cycle cost analysis logistics support analysis PERT charts project management software spreadsheets technical resources required for the project, for example OHS management system tools
Support for project team members may include:	additional physical, human and technical resources (within allocated budget) if and as required encouragement feedback learning and development regular project team meetings supervision, mentoring and coaching
Required record keeping systems may include systems for:	correspondence financial data including costs, expenditure, income generated, purchases project outcomes quality data including any test results recording of time spent on project and progress in completing project samples, prototypes, models
Risk management may include:	changing roles and responsibilities within project team negotiating an extension of deadline, or redefining completion or quantities or quality of outcomes outsourcing some aspects of the project reducing costs researching and applying more efficient methods for completing project tasks seeking further resources to meet deadline sharing of ideas to gain improvements to work undertaken within the project
Necessary sign offs may be required by:	clients, customers funding body management project sponsor

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBPUB503A Manage fundraising and sponsorship activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to conduct and manage fundraising and sponsorship activities for a not-for-profit organisation, and to align fundraising and sponsorship activities with organisational requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to senior public relations professionals who manage public relations in the not-for-profit sectorthey usually coordinate activities of team members in developing funding submissions or allocating budgets, and implement specific public relations activities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify factors influencing fundraising or sponsorship	1.1. Identify relevant environmental issues in relation to fundraising and sponsorship 1.2. Identify available sources of funding or sponsorship including criteria for, and any conditions or constraints on, funding 1.3. Conduct research to identify the most appropriate target public for fundraising or sponsorship activities in accordance with organisational profile and requirements 1.4. Identify and consider legal and ethical requirements in relation to fundraising or sponsorship 1.5. Make recommendations for fundraising or sponsorship campaigns or activities based on research findings
2. Prepare a funding submission	2.1. Evaluate organisation's current operations and readiness to apply for funding 2.2. Develop a funding submission which meets the funding source's guidelines and criteria 2.3. Ensure the submission complies with all legal and ethical requirements 2.4. Write the submission to meet the needs of the grantor and submitting organisation
3. Develop a fundraising or sponsorship campaign	3.1. Confirm the aims, objectives, outcomes and evaluation measures for a fundraising or sponsorship campaign with senior management 3.2. Conduct a feasibility study to ensure all aspects of the fundraising or sponsorship campaign have been considered 3.3. Examine and agree upon budgets with senior management 3.4. Prepare, and have agreed, a campaign plan for fundraising or sponsorship activities that meets organisational, ethical and legal requirements
4. Implement a fundraising or sponsorship campaign	4.1. Conduct a fundraising or sponsorship campaign in accordance with plan 4.2. Monitor progress of campaign and make necessary alterations as required 4.3. Ensure any changes are agreed upon by relevant stakeholders 4.4. Ensure changes meet legal and ethical requirements
5. Evaluate campaign	5.1. Evaluate campaign outcomes against outcomes documented in campaign plan 5.2. Obtain feedback on performance of fundraising or sponsorship campaign from stakeholders 5.3. Develop mechanisms to incorporate feedback into any future fundraising campaigns

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities interpersonal skills to work with a variety of stakeholder such as employees, team members, senior management, volunteers and other external stakeholders and manage conflict effectively literacy skills to write and make presentations for funding or sponsorship submissions organisational, time-management, problem-solving and project management skills to simultaneously manage multiple project activities research and data collection skills to evaluate donor and sponsorship environment.
Required knowledge
computer software applications overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation and principles of equal opportunity, equity and diversity copyright defamation and libel ethical principles such as those outlined in the Public Relations Institute of Australia CodeofEthics and the Australian Journalists Association CodeofEthics marketing codes of practice and conduct such as the Australian Direct Marketing Association Limited (ADMA) Direct Marketing Code of Practice privacy laws sweepstakes regulations Trade Practices Act 1974 (Cth) organisational culture, policies, procedures and operating environment principles and practices of fundraising, donor motivation and fundraising alternatives principles and practices in relation to the media industry.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: developing and successful executing and evaluating a fundraising or sponsorship campaign.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated work environment access to office equipment and resources access to examples of public relations documents.
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: analysis of responses to case studies and scenarios assessment of written reports on campaign activities examples of promotional or media activities undertaken as part of fundraising or sponsorship campaigns direct questioning with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBPUB501AManage the public relations publication process BSBPUB502ADevelop and manage complex public relations campaigns.

Range Statement

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.
Funding or sponsorship may include:	corporate sponsorships and partnerships government grants non-government grants private trust and foundations
Legal and ethical requirements may include:	community standards cultural expectations and influences ethical principles industry codes of conduct legislation regulations society's expectations
Fundraising or sponsorship campaign may include:	alumni annual campaigns bequests capital campaigns cause related marketing direct mail campaigns doorknocks gaming major gift giving memberships merchandising and income earned ventures planned giving special events street appeals
Relevant stakeholders may include:	community groups contractors general public government departments industry associations investors management media organisations politicians public service staff sponsorship organisation representatives unions

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Public Relations

Co-requisite units

Co-requisite units

BSBPUR401B Plan purchasing

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to prepare invitations to offer, identify suppliers, issue invitations to offer, and prepare purchase recommendations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are required to prepare for complex purchasing agreements up to and including the point at which the organisation selects, without prejudice, a supplier. This is done with strict adherence to legal requirements and the organisation's purchasing strategies, and traditionally by a purchasing officer working under supervision of a purchasing manager or in consultation with senior management. The purchasing role addressed in this unit involves significant risk and/or significant expenditure and detailed legal and documentation arrangements.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare invitations to offer	1.1. Obtain specifications for goods and services to be purchased from relevant personnel and clarify as required 1.2. Select purchasing methods most appropriate to particular purchases 1.3. Prepare invitations to offer 1.4. Obtain approval of invitations to offer
2. Identify suppliers	2.1. Review organisation's records for potential suppliers 2.2. Identify sources of supply 2.3. Invite suppliers 2.4. Evaluate sources of supply against requirements of purchasing strategies
3. Issue invitations to offer	3.1. Distribute invitations to offer 3.2. Conduct briefings as required 3.3. Clarify issues arising with suppliers in line with purchasing strategies
4. Prepare recommendations to purchase	4.1. Receive offer documents from suppliers 4.2. Assess offer documents against requirements of purchasing strategies 4.3. Seek further information from suppliers as required 4.4. Obtain specialist expertise to assist with evaluation as required 4.5. Evaluate offers against requirements of purchasing strategies 4.6. Prepare shortlists of suppliers that make offers and who meet purchasing criteria 4.7. Select preferred offers 4.8. Make recommendations about preferred offers and seek approval by relevant personnel 4.9. Obtain approval for recommended offers

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to negotiate and liaise with potential suppliers and relevant personnel involved in purchasing planning culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities information technology skills to use software relevant to conducting purchasing planning activity information management skills to ensure all aspects of purchasing planning are conducted in sufficient detail literacy skills to write tender or quotation documents and written reports containing complex concepts organisational and time management skills to sequence tasks and meet timelines.
Required knowledge
identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: consumer protection legislation contract law import of goods and services, where relevant sale of goods legislation Trade Practices Act organisational practices, policies and procedures for purchasing product knowledge about the goods and services being supplied purchasing and procurement principles for: accountability probity and transparency risk management value for money.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documents containing preparations to offer evaluation of suppliers issuing of an invitation to offer formation of recommendation to purchase.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources organisation's purchasing strategies and relevant purchasing records.
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: analysis of responses to case studies and scenarios assessment of written reports documenting the procurement planing process direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of preparation and issuing of invitations to offer oral or written questioning to assess knowledge review testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other purchasing units.

Range Statement

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.
Relevant personnel may include:	CEO coordinators internal users of purchased goods and services leaders managers other persons authorised to commit the organisation to purchases owner and Board specialist personnel involved in purchasing, asset maintenance and finance supervisors
Purchasing methods may include:	direct negotiations direct purchases using supply agreements electronic trading invitation of open or select tenders written quotations
Invitations to offer may include:	criteria for selection of suppliers from offers received delivery schedules draft contracts and agreements quality requirements required supplier capacity requirements for off-site storage and warehousing specifications of goods and/or services required
Purchasing strategies may include:	criteria for evaluating purchasing performance different policies, procedures and strategies for different dollar values of purchases limits of authority to approve purchases methodology for evaluating purchasing performance organisational and industry codes of conduct and ethics requirements for fairness and transparency in purchasing the organisation's documented strategies for things such as: purchasing covering policies procedures, guidelines and documentation formats for purchasing from suppliers including entities owned by the organisation, partners, alliance members and local and distant suppliers
Clarify issues may include:	requests for further information about specifications not responded to, misinterpretations of specifications and supplementary/add on products or services
Further information may include:	requests about specifications not responded to, misinterpretations of specifications and supplementary/add on products or services supplier briefings and presentations

Unit Sector(s)

Unit sector

Competency field

Competency field	Administration - Purchasing and Contracting

Co-requisite units

Co-requisite units

BSBPUR402B Negotiate contracts

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit specifies the outcomes required to negotiate terms of contracts with suppliers, and prepare and finalise contracts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who negotiate and formalise complex purchasing arrangements involving significant risk and/or significant expenditure and detailed legal and documentation arrangements. This unit applies to individuals who negotiate contracts as part of a broad purchasing role but are not specialist legal practitioners. They are typically guided by organisational contract negotiation guidelines and work under minimal supervision of a senior purchasing manager or in consultation with senior management.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Negotiate terms of contracts with suppliers	1.1. Offer advice and undertake negotiations without prejudice 1.2. Advise suppliers of the organisation's intent to accept their offers 1.3. Negotiate issues with suppliers 1.4. Determine desired outcomes, negotiation plans and schedules for negotiations 1.5. Undertake negotiations and reach agreements with suppliers in accordance with plans 1.6. Negotiate and document contract requirements to the satisfaction of the organisation and suppliers
2. Prepare contracts	2.1. Draft required contracts using legal expertise if required 2.2. Distribute draft contracts to relevant personnel and suppliers 2.3. Ensure any discrepancies or disagreements are clarified and resolved to the satisfaction of all parties 2.4. Ensure checks of the legality and validity of draft contracts are made 2.5. Obtain approvals to sign contracts
3. Finalise contracts	3.1. Ensure contracts are signed and exchanged between the organisation and suppliers 3.2. Ensure contracts and related documents are stored and safeguarded 3.3. Advise relevant personnel of contract requirements 3.4. Advise unsuccessful suppliers of non-acceptance of offers

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities communication and negotiation skills to liaise with suppliers and reach agreement with suppliers on contracts literacy skills to draft concepts and write reports containing complex concepts technology application skills to use a range of software programs relevant to purchasing and contracting.
Required knowledge
identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: consumer protection legislation contract law import of goods and services, where relevant sale of goods legislation Trade Practices Act organisational practices, policies and procedures for purchasing product knowledge about the goods and services being supplied purchasing and procurement principles for: accountability probity and transparency risk management value for money.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: documented agreement of terms with suppliers drafting and completion of a contract with a supplier for goods and services informing of successful and unsuccessful suppliers.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources organisation's purchasing strategies and relevant purchasing records.
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: analysis of responses to case studies and scenarios assessment of draft and finalised contracts for the supply of goods and services direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of contacting successful and unsuccessful suppliers about the awarding of the contract oral or written questioning to assess knowledge review testimony from team members, colleagues, supervisors or managers review of authenticated documents from the workplace or training environment.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other purchasing units.

Range Statement

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.
Issues may include:	issues relating to non-compliance with invitation to offer requirements issues relating to occupational health and safety (OHS) performance standards issues relating to the form and specific requirements of contract documentation
Contracts may include:	agreements for one-off or ongoing supply of goods or services agreements with Australian or overseas individuals, contractors, corporations, individuals and government agencies electronic or paper-based agreements memoranda of understanding/agreement
Relevant personnel may include:	CEO managers leaders coordinators OHS specialists supervisors other persons authorised to commit the organisation to purchases internal users of purchased goods and services owner Board specialist personnel involved in purchasing, asset maintenance and finance
Checks may include:	referring the contract to others such as: external legal representative for organisation legal officer within organisation purchasing manager

Unit Sector(s)

Unit sector

Competency field

Competency field	Administration - Purchasing and Contracting

Co-requisite units

Co-requisite units

BSBREL401A Establish networks

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of networking and negotiation who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They may have responsibility to provide guidance or to delegate aspects of tasks to others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop and maintain business networks	1.1. Use appropriate network strategies to establish and maintain relationships that promote the development of business opportunities 1.2. Identify and pursue network opportunities to maximise a range of contacts 1.3. Communicate information regarding new networks to inform individuals, colleagues and clients of potential benefits 1.4. Participate in professional networks and associations to obtain and maintain personal knowledge and skills
2. Establish and maintain business relationships	2.1. Develop and maintain relationships to promote benefits consistent with organisational/client requirements 2.2. Gain and maintain trust and confidence of contacts through demonstration of high standards of business practices 2.3. Use a high level of negotiation skills to encourage positive outcomes 2.4. Identify difficult situations and negotiate solutions using collaborative problem-solving techniques 2.5. Seek specialist advice in the development of contacts where appropriate
3. Promote the relationship	3.1. Develop strategies to represent and promote the interests and requirements of the relationship 3.2. Use appropriate presentation skills to communicate the goals and objectives of the relationship 3.3. Effectively communicate issues, policies and practices of the relationship to a range of audiences, in writing and verbally 3.4. Obtain feedback to identify and develop ways to improve promotional activities within available opportunities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to receive and report on feedback, to maintain effective relationships and to manage conflict culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities leadership skills to gain trust and confidence of clients and colleagues negotiation skills to achieve mutually acceptable outcomes technology skills to support effective communication and presentation.
Required knowledge
client or organisational policies, plans and procedures related organisations, agencies and networks trends and forecasts for relevant industries, services and products.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: establishing contacts and participating in networks identifying opportunities for networking knowledge of related organisations, agencies and networks maintaining records of relevant contacts.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of networking strategies and documentation.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of documentation communicating issues, policies and practices of the relationship to a range of audiences evaluation of promotional strategies observation of negotiation of solutions between groups and individuals observation of promotional presentations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: interpersonal communication units other relationship management units.

Range Statement

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.
Network strategies may include:	association memberships conference participation distributing materials individual marketing maintaining regular contact seminar attendance
Professional networks and associations may include:	advisory committees colleagues committees government agencies internal/external customers lobby groups local inter-agency groups other organisations professional/occupational associations project specific ad hoc consultative/reference groups specific interest or support groups suppliers work team
Organisational/client requirements may be included in:	access and equity principles and practices defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements marketing plan occupational health and safety policies, procedures and programs quality and continuous improvement processes and standards quality assurance and/or procedures manuals
Negotiation skills may include:	assertiveness bargaining collaboration confidence building conflict reduction empathising offers and counter offers solution designing stress management
Feedback may include:	accuracy and sufficiency of information appropriateness of audience benefits to organisation impact of message liaison with networks participation of competitors use of media

Unit Sector(s)

Unit sector

Competency field

Competency field	Stakeholder Relations - Relationship Management

Co-requisite units

Co-requisite units

BSBREL502A Build international business networks

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to build international business networks. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with managerial responsibility for setting up, maintaining and reviewing participation in international business networks to benefit the business and its clients in a culturally appropriate way.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop and maintain appropriate international business networks	1.1. Allocate time to build and maintain international business networks 1.2. Identify opportunities to build international business networks 1.3. Use participation in international and Australian business associations, trade fairs, conferences, and professional development activities to establish and maintain a network of support for the business and to enhance personal knowledge of international markets 1.4. Identify and maximise opportunities to make face-to-face contact with overseas business associates and international business network members 1.5. Establish communication channels to exchange information and ideas with international business network members 1.6. Provide input to the network and seek and verify feedback
2. Reflect social and cultural awareness in developing and maintaining international business networks	2.1. Identify sources of information relating to social and cultural awareness for specific cultural groups within current and prospective network membership 2.2. Analyse and note sources of information relating to social and cultural awareness for specific cultural groups within current and prospective network membership using available information sources 2.3. Use communication styles and social mores appropriate to specific cultural groups in relating to individuals and groups within the network 2.4. Review the quality of communication and relationships with network members on a regular basis to determine effectiveness of communication styles and interactions
3. Review own participation in international business networks	3.1. Estimate and document costs of own participation in international business networks 3.2. Quantify and document the value of outcomes derived from participation in international business networks 3.3. Analyse the value of outcomes derived from participation in international business networks in comparison to costs of participation 3.4. Ensure that decisions are made and implemented to increase, maintain or decrease participation in networking activity as a result of review process

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities interpersonal skills to demonstrate empathy and cultural sensitivity interpersonal skills to establish rapport and to build networks internationally research, analysis, evaluation and assessment skills to identify relevant business networks.
Required knowledge
characteristics of specific cultural groups existing international business networks identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: Trade Practices Act principles of communication theory, especially cross-cultural communication sources of information about relevant cultural groups sources of information related to cultural groups and support for international business activity.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: building, maintenance and review of international business network/s to facilitate improved cross-cultural and social communication knowledge of interpersonal skills required to establish rapport and to build networks internationally.
Context of and specific resources for assessment	Assessment must ensure: access to international business networks access to workplace records including journals and diaries if required access to feedback from other members of candidate's network.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of techniques used to build international business networks oral or written questioning to assess knowledge of existing international business networks review of opportunities identified to build international business networks assessment of analysis and noting of sources of information relating to social and cultural awareness for specific cultural groups within current and prospective network membership evaluation of analysis of the value of outcomes derived from participation in international business networks in comparison to costs of participation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBREL501A Build international client relationships.

Range Statement

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.
Networks may include:	formal or informal government sponsored networks through Austrade or state/territory government agencies individuals, groups, organisations personal or business professional or trade networks
Opportunities to build international business networks may include:	Austrade and state/territory government agency workshops, functions and events company sponsored travel overseas conferences industry or business association functions and events key events such as (overseas and Australian) national celebrations product launches professional development activities receptions by overseas government bodies in Australia and overseas (e.g. overseas trade delegations, embassies, consulates, trade attachÃ©s) trade fairs
Business associations may include:	government sponsored groups industry bodies professional associations
Professional development activities may include:	Austrade and state/territory government agency workshops, functions and events demonstrations industry information seminars/conferences industry training (formal or informal) pre-launch activities technical information briefings trade shows/fairs
Information and ideas may include:	changes in the environment changing customer requirements information on competitors' activities opportunities for new international business activity personal, professional or business support trends and movements having an impact on international business activity
Sources of information may include:	academic publications and personnel advice provided by Austrade and state/territory government agencies, chambers of commerce staff within own organisation from same cultural group as international clients trade and business publications
Social and cultural awareness may include:	aspects of culture and society unique to other countries that differ from Australian culture and society
Reviewing the quality of communication and relationships may include:	analysing the business outcomes from relationships cultivated with network members analysing the responses of network members gauging confidence gained and given by network members
Quantifying may include:	analysing future gains not yet realised making estimations and approximations making projections based on trends

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - International Business

Co-requisite units

Co-requisite units

BSBRES401A Analyse and present research information

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to gather, organise and present workplace information using available systems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are required to apply their broad knowledge of the work environment to analysis and research tasks. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Gather and organise information	1.1. Gather and organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements 1.2. Access information held by the organisation ensuring accuracy and relevance in line with established organisational requirements 1.3. Ensure that methods of collecting information are reliable and make efficient use of resources in accordance with organisational requirements 1.4. Identify research requirements for combining online research with non-electronic sources of information 1.5. Use business technology to access, organise and monitor information in accordance with organisational requirements 1.6. Update, modify, maintain and store information, in accordance with organisational requirements
2. Research and analyse information	2.1. Clearly define objectives of research ensuring consistency with organisational requirements 2.2. Ensure that data and research strategies used are valid and relevant to the requirements of the research and make efficient use of available resources 2.3. Identify key words and phrases for use as part of any online search strategy, including the use of Boolean operators and other search tools 2.4. Use reliable methods of data analysis that are suitable to research purposes 2.5. Ensure that assumptions and conclusions used in analyses are clear, justified, supported by evidence and consistent with research and business objectives
3. Present information	3.1. Present recommendations and issues in an appropriate format, style and structure using suitable business technology 3.2. Structure and format reports in a clear manner that conforms to organisational requirements 3.3. Report and distribute research findings in accordance with organisational requirements 3.4. Obtain feedback and comments on suitability and sufficiency of findings in accordance with organisational requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read, write and understand a variety of texts; and to edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information problem-solving skills to deal with information which is contradictory, ambiguous, inconsistent or inadequate technology skills to select and use technology appropriate to a task research skills to identify and access information.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational record keeping/filing systems, security procedures and safe recording practices organisational policies and procedures relating to distribution of workplace information, and legal and ethical obligations research processes and strategies to identify new sources (online and print) of information and to use them most efficiently and effectively.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: presenting information and data maintaining and handling data and documents systematically analysing and interpreting data to support organisational activities knowledge of research processes and strategies to identify new sources of information.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of research tasks and resources.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of presentations review of documentation outlining recommendations and issues review of reports outlining research findings.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units IT use units Governance units

Range Statement

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.
Information may include:	demographic data service delivery records computer databases (library catalogue, customer records, subscription database, internet) computer files (letters, memos and other documents) correspondence (faxes, memos, letters, email) financial figures forms (insurance forms, membership forms) information on training needs invoices (from suppliers, to debtors) marketing reports/plans/budgets personnel records (personal details, salary rates) production targets sales records (monthly forecasts, targets achieved)
Organisational requirements may include:	anti-discrimination and related policy business and performance plans Code of Conduct/Code of Ethics defined resource parameters ethical standards goals, objectives, plans, systems and processes information protocols legal and organisational policies, guidelines and requirements management and accountability channels OHS policies, procedures and programs procedures for updating records quality assurance and/or procedures manuals security and confidentiality requirements
Methods of collecting information may include:	checking research provided by others checking written material including referrals and client files individual research information from other organisations interviews with community members, colleagues/customers observation and listening previous file records questioning (in person or indirect) recruitment applications and other forms
Business technology may include:	answering machine computer fax machine photocopier telephone
Objectives of research may include:	comparative analysis hypothesis testing identification of trends industry pricing policies process mapping situational diagnosis
Research strategies may include:	data analysis documentation reviews focus groups interviewing colleagues and clients online searching product sampling subscription databases
Key words and phrases may include:	American spellings when searching online cultural or geographic terms using different thesauri in different databases
Boolean operators may include:	exclude - / NOT include +/ AND or phrase searching " "/( ) variations, depending on the resource being used
Methods of data analysis may include:	data sampling feedback on results peer review review of previous research statistical analysis
Business objectives may include:	community capacity building community development service provision business planning financial performance flexibility, responsiveness interpersonal communication marketing and customer service organisational values and behaviours people management work procedures and quality assurance manuals
Feedback may include:	audit documentation and reports comments from community, board members, clients and colleagues customer satisfaction questionnaires quality assurance data returned goods

Unit Sector(s)

Unit sector

Competency field

Competency field	Knowledge Management - Research

Co-requisite units

Co-requisite units

BSBRKG502B Manage and monitor business or records systems

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to set the operational frameworks for the creation, capture and use of records and to monitor and review these frameworks and activities within a business or records system of a specific business domain. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are required to demonstrate understanding of a broad knowledge base, incorporating theoretical concepts with substantial depth in some areas. The application is in relation to managing and monitoring business and records systems or work carried out in specialist recordkeeping environments, such as archives. While these people will work closely with other staff members throughout an organisation, they may also have a degree of individual responsibility and autonomy.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine requirements or modifications	1.1. Identify and document core business, supporting activities, resources, business and social context, using observation and consultation 1.2. Determine security and access requirements for business or records system content from analysis of organisation's activities 1.3. Analyse organisational reporting and accountability requirements in the context of the business documentation 1.4. Identify organisational functions and activities for which records must be kept, from analysis of business and context documentation 1.5. Determine nature, detail, and format of records (content and metadata) for each organisational function from analysis of the business and its context
2. Devise an appropriate recordkeeping system	2.1. Determine metadata needed to manage records (store, locate and retrieve) in a business or records system 2.2. Select scale, and number of business or records systems appropriate to scale and nature of business operations 2.3. Select technological requirements of business or records systems appropriate to scale and nature of business operations 2.4. Select cost structure for business or records systems appropriate to scale, nature, and organisational cash flow requirements 2.5. Ensure maintenance, disposal and updating requirements of business or records system conform to scale, nature, and culture of the organisation 2.6. Select business or records system suited to the projected growth of the organisation
3. Develop an implementation plan	3.1. Identify and document recordkeeping responsibilities of individual personnel or organisational units 3.2. Develop measurable performance indicators for recordkeeping activities 3.3. Develop procedures and guidelines for capturing and controlling records 3.4. Communicate an implementation plan to users of the system and other relevant organisational staff
4. Monitor and review business or records system	4.1. Monitor and notify staff in accordance with approved timeframes, frequency, and organisational policies and guidelines where applicable 4.2. Record details of variation from business or records system's rules, standards and procedures that exceed agreed limits 4.3. Provide required reports to appropriate authority relating to use and maintenance of records 4.4. Designate responsibilities to staff for record creation and capture activities in accordance with organisational policies
5. Identify and respond to problems and changes	5.1. Identify any problems and changes that require a systemic response using the monitoring reports and external events 5.2. Make recommendations for revisions to systems, procedures, and strategic plans in response to identified variations, changes and problems 5.3. Devise amendments to systems and implementation or other plans where required 5.4. Prepare recommendations for system amendments, planning and implementation 5.5. Authorise or gain authorisation, for procedures for using the business or records systems, and for any subsequent alterations and amendments to the procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to explain and clarify procedures, and to interview users to identify their records or information needs literacy skills to read and interpret nature of record content, functions and problems negotiation skills to achieve suitable results for the organisation's recordkeeping practices problem-solving and analysis skills to interpret and apply recordkeeping principles and practices research skills to investigate changes and innovation in design and operation of business or records system self management skills to accurately record metadata.
Required knowledge
construction and use of language in the organisation in relation to recordkeeping (past and present) key provisions of relevant legislation from all forms of government, regulations, standards and documentation that may affect aspects of business operations, such as: AS 5044.1:2002 AGLS Metadata element set AS 5090:2003 Work process analysis for recordkeeping AS ISO 15489:2004 Records management AS ISO 23081.1:2006 Information and documentation - Records management processes - Metadata for records - Principles Australian Stock Exchange(ASX) Principles of Good Corporate Governance ethical principles codes of practice privacy and freedom of information archives and records legislation occupational health and safety general principles and processes of records management and records management systems, such as: systems of control records continuum theory mandate and ownership of business process organisational business functions, structure and culture organisational policies, strategies and procedures, particularly those relating to records access and security.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: translating organisational needs into a business or records system developing business or records system specifications and performance indicators to monitor and address system effectiveness knowledge of relevant organisational policies, strategies and procedures.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources access to examples of records, recordkeeping systems and policies access to workplace reference materials such procedural manuals and company policies.
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: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of reports provided to appropriate authority relating to use and maintenance of records oral or written questioning to assess knowledge of principles and processes of recordkeeping systems.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: administration units other knowledge management units.

Range Statement

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.
Documenting core business may involve identifying:	diagrammatic representations formal documents hand written documents informal communications online instructions or computer-based format instructions that can be updated paper-based manuals other texts
Resources may include:	human resources and their availability location of resources currently in operation physical resources technological resources those available for purchase or development
Business and social context may include:	clients or customers and their expectation codes of ethics and codes of professional conduct specific to industry sector industry sector characteristics and reporting requirements of that sector internal and external accountability requirements internal and external stakeholders whose interests must be taken into account other relevant legislation and regulations, including those covering: business activity reporting business and income ( PAYE) taxation corporation law reporting requirements environmental protection and waste management goods and services tax collection industrial relations occupational health and safety privacy protection statutory access rights and freedom of information superannuation internal and external stakeholders whose interests must be taken into account social and ethical standards the community expects the organisation to meet
Consultation may include organisation's:	head office local management principals staff
Organisational functions and activities that may be documented may include:	asset management conventional and email correspondence customer relationship management human resources management invoicing and sales legislative, regulatory and licensing compliance marketing and promotion purchasing and expenditure research and development risk management stock control
Metadata are those records which are maintained about the records themselves and may include:	activity classification terms date, time, and location of record creation or registration into the system identity of record creator indexing and descriptive terms record format security and access information unique identifiers for each record
Business or records systems may include:	archival control systems business systems cash register-based systems characteristics relating to: aggregations context entities metadata current business or records systems electronic records and document management system (ERDMS) informal paper-based accumulation and card systems PC-based accounting systems, employee and tax records systems proprietary recordkeeping package storage facilities systems
Measurable performance indicators may be developed:	from a strategic plan in consultation with those who will undertake the specific tasks
Measurable performance indicators may include:	disposal (percentage of records, unsentenced records, those overdue for disposal action and functions or records not covered by disposal schedules) parameters for tracking of records retrieval and access (security and access rules, response to request time limits, service levels for requests) records creation and capture performance
Procedures and guidelines may include:	acceptable range of variation for compliance system requirements
Monitoring may relate to:	broad accumulation and growth monitoring checking spelling, spacing and numbering continuing relevance of classification disposal schedule applicability examining titling and indexing at item level new records specifications number of systems observation of localised rules and continuing relevance of classification records creation and capture performance targets single records management system
Organisational policies and guidelines may include:	actions in relation to freedom of information legislation actions or accumulations of records above or below anticipated levels audit trail or log of users and activity in systems changes in use of classification and indexing terms access rules disposal procedures procedures in relation to disparity, sentencing difficulties or gaps in retention and disposal schedule coverage procedures in relation to disputes arising from any matters, particularly access questions failures in tracking or increases in lost items input of metadata requirements legal precedents requiring changes to systems privacy requirements quality of recordkeeping about records records of authorisation of destruction procedures in relation to reliability of optical character recognition techniques retention of records in relation to a schedule scanned images security requirements specified access restrictions, in the public sector storage standards and maintenance schedules
Variations may include:	increases or decreases in the use of particular technologies variations from the business or records system's performance or capacity variations within the agreed limit which are inconsistent
Reports may include:	compliance maintenance record capture record creation records use
Appropriate authority may include:	audit committee board of directors committee of management business owner chief executive officer delegated individual external public authority nominated senior management representative recordkeeping professionals senior management team
Problems and changes may include:	case-law precedents changes in administrative changes to functions and activities changes of government changes to organisational structures closures and bankruptcy legislative or other regulatory changes outsourcing and privatisation takeovers, amalgamations or relocation technological change and implementation
Systemic responses may include:	amendment/s to the classification system bulk movement of records to control migration of systems new classification and controlled language new disposal classes or retention periods new legal liabilities and other risks identified requiring changes to records specifications new organisational or business unit functions
Revisions may be made to:	access rules and procedures classification and indexing schemes disposal schedules records specifications storage projections and requirements

Unit Sector(s)

Unit sector

Competency field

Competency field	Knowledge Management - Recordkeeping

Co-requisite units

Co-requisite units

BSBRSK401A Identify risk and apply risk management processes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to identify risks and to apply established risk management processes to a subset of an organisation or project's operations that are within the person's own work responsibilities and area of operation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals with a broad knowledge of risk analysis or project management who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They may have responsibility to provide guidance or to delegate aspects of these tasks to others. In this unit, risks applicable within own work responsibilities and area of operation, may include projects being undertaken individually or by a team, or operations within a section of the organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify risks	1.1. Identify the context for risk management 1.2. Identify risks using tools, ensuring all reasonable steps have been taken to identify all risks 1.3. Document identified risks in accordance with relevant policies, procedures and legislation
2. Analyse and evaluate risks	2.1. Analyse and document risks in consultation with relevant stakeholders 2.2. Undertake risk categorisation and determine level of risk 2.3. Document analysis processes and outcomes
3. Treat risks	3.1. Determine appropriate control measures for risks and assess for strengths and weaknesses 3.2. Identify control measures for all risks 3.3. Refer risks relevant to whole of organisation or having an impact beyond own work responsibilities and area of operation to others as per established policies and procedures 3.4. Choose and implement control measures for own area of operation and/or responsibilities 3.5. Prepare and implement treatment plans
4. Monitor and review effectiveness of risk treatment/s	4.1. Regularly review implemented treatment/s against measures of success 4.2. Use review results to improve the treatment of risks 4.3. Provide assistance to auditing risk in own area of operation 4.4. Monitor and review management of risk in own area of operation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to read and understand a variety of texts; and to write, edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information research and data collection skills to monitor and evaluate risks problem-solving skills to appropriately address identified risks.
Required knowledge
Australian and international standards for risk management key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety organisational policies and procedures relating to risk management processes and strategies auditing requirements relating to risk management.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: identification, analysis and evaluation of risks demonstrated understanding of personal role in relation to wider organisational or project context demonstrated understanding of risk management processes and procedures.
Context of and specific resources for assessment	Assessment must ensure: access to workplace documentation relating to risk management access to risk management tools and frameworks.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of documentation outlining risk analysis processes and outcomes analysis of responses to case studies and scenarios oral or written questioning to assess knowledge of Australian and international standards for risk management review of implementation of treatment plans.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: general administration units other risk management units.

Range Statement

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.
Context may include:	any related projects or organisations any resources, including physical assets, which are vital to operations key operational elements and service of the organisation organisation or project, how it is organised and its capabilities own role and responsibilities in relation to overall project or organisation design
Risks may include:	commercial and legal relationships economic circumstances and scenarios human behaviour individual activities management activities and controls natural events political circumstances positive risk technology - technological issues
Tools may include:	documentation to assist in process of identifying risk, and assessing impact and likelihood of occurrence standard instruments developed for the organisation and contextualised for sections of the workplace's operations, such as checklists and testing procedures tools to prioritise risks, including where relevant, numerical scoring systems for risks
Stakeholders may include:	contractors employees financial managers insurance agents managers public service providers suppliers unions volunteers
Risk categorisation may include:	likelihood of risks: almost certain likely possible unlikely rare consequences of risks: insignificant minor moderate major catastrophic current control measures
Level of risk may include:	low, treated with routine procedures moderate, with specific responsibility allocated for the risk, and monitoring and response procedures implemented high, requiring action, as it has potential to be damaging to the organisation or project extreme, requiring immediate action, as it has potential to be devastating to the organisation or project
Control measures may include:	hierarchy of controls: reduction in likelihood of risks reduction of consequences of risks retention of risks risk aversion transfer of responsibility of risks
Measures of success may include:	costs reductions in impact reductions in likelihood reductions in occurrence

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Risk Management

Co-requisite units

Co-requisite units

BSBRSK501A Manage risk

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit addresses the management of the risk across the organisation or within a business unit or area. It does not assume any given industry setting. This unit applies to individuals who are working in positions of authority and are approved to implement change across the organisation, business unit, program or project area. They may or may not have responsibility for directly supervising others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Establish risk context	1.1. Review organisational processes, procedures and requirements for undertaking risk management 1.2. Determine scope for risk management process 1.3. Identify internal and external stakeholders and their issues 1.4. Review political, economic, social, legal, technological and policy context 1.5. Review strengths and weaknesses of existing arrangements 1.6. Document critical success factors, goals or objectives for area included in scope 1.7. Obtain support for risk management activities 1.8. Communicate with relevant parties about the risk management process and invite participation
2. Identify risks	2.1. Invite relevant parties to assist in the identification of risks 2.2. Research risks that may apply to scope 2.3. Use tools and techniques to generate a list of risks that apply to the scope, in consultation with relevant parties
3. Analyse risks	3.1. Assess likelihood of risks occurring 3.2. Assess impact or consequence if risks occur 3.3. Evaluate and prioritise risks for treatment
4. Select and implement treatments	4.1. Determine and select most appropriate options for treating risks 4.2. Develop an action plan for implementing risk treatment 4.3. Communicate risk management processes to relevant parties 4.4. Ensure all documentation is in order and appropriately stored 4.5. Implement and monitor action plan 4.6. Evaluate risk management process

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and literacy skills to consult and negotiate, to prepare communications about risk management, and to encourage stakeholder involvement organisational and management skills to plan and implement risk management processes problem-solving and innovation skills to find practical ways to manage identified risks.
Required knowledge
AS/NZS 4360:2004 Risk management. legislation, codes of practice and national standards, for example: duty of care company law contract law environmental law freedom of information industrial relations law privacy and confidentiality legislation relevant to organisation's operations legislation relevant to operation as a business entity organisational policies and procedures, including: risk management strategy policies and procedures for risk management overall operations of organisation reasonable adjustment in the workplace for people with a disability types of available insurance and insurance providers.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: risk management plan which includes a detailed stakeholder analysis, explanation of the risk context, critical success factors, identified and analysed risks, and treatments for prioritised risks details of monitoring arrangements for risk management plan and an evaluation of the risk management plan's efficacy in treating risks knowledge of relevant legislation, codes of practice and national standards.
Context of and specific resources for assessment	Assessment must ensure: access to workplace documentation.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to assess knowledge of risk management policies and procedures review of documented critical success factors, and goals or objectives for area review of risks prioritised for treatment evaluation of action plan for implementing risk treatment evaluation of documentation communicating risk management processes to relevant parties.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: financial management units, governance units, human resource management units, or technology units.

Range Statement

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.
Risks may include those relating to:	commercial relationships economic circumstances and scenarios human behaviour individual activities legislation management activities and controls natural events political circumstances technology
Scope may apply to:	given project specific business unit or area specific functional such as: financial management OHS governance external environment internal environment whole organisation
Relevant parties may include:	all staff internal and external stakeholders senior management specific teams or business units technical experts
Research may include:	data or statistical information information from other business areas lessons learned from other projects or activities market research previous experience public consultation review of literature and other information sources
Tools and techniques may inlcude:	brainstorms checklists fishbone diagrams flowcharts scenario analysis
Likelihood may refer to:	probability of a given risk occurring, such as: very likely likely possible unlikely rare
Impact or consequence may refer to:	significance of outcomes if the risk occurs, such as: disastrous severe moderate impact minimal impact
Evaluation of risks includes:	considering the likelihood of the risk occurring considering the impact of the risk determining which risks are most significant and are therefore priorities for treatment
Options may include:	avoiding the risk changing the consequences changing the likelihood retaining the risk sharing the risk with a third party
Action plans should include:	what actions are required who is taking responsibility time lines monitoring processes

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBSMB401A Establish legal and risk management requirements of small business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. The unit is suitable for existing micro and small businesses or setting up a new business or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify and implement business legal requirements	1.1. Identify and research possible options for the business legal structure using appropriate sources 1.2. Determine legislation and regulatory requirements affecting the operations of the business under its chosen structure 1.3. Develop and implement procedures to ensure full compliance with relevant legislation and regulatory requirements
2. Comply with legislation, codes and regulatory requirements	2.1. Establish systems to ensure the legal rights and responsibilities of the business are identified and the business is adequately protected, specifically in relation to occupational health and safety (OHS), business registration and environmental requirements 2.2. Identify taxation principles and requirements relative to the business and follow procedures to ensure compliance 2.3. Identify and carefully maintain legal documents and maintain and update relevant records to ensure their ongoing security and accessibility 2.4. Monitor the provision of products and services of the business to protect legal rights and to comply with legal responsibilities 2.5. Conduct investigations to identify areas of non-compliance with legal and regulatory requirements and take corrective action where necessary
3. Negotiate and arrange contracts	3.1. Seek legal advice on contractual rights and obligations, if required, to clarify business liabilities 3.2. Investigate and assess potential products/services to determine procurement rights and to ensure protection of business interests where applicable 3.3. Negotiate and secure contractual procurement rights for goods and services including contracts with relevant people, as required, in accordance with the business plan 3.4. Identify insurance requirements and acquire adequate cover 3.5. Identify options for leasing/ownership of business premises and complete contractual arrangements in accordance with the business plan

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, reporting, record keeping and consultation skills to operate the business literacy skills to interpret legal requirements, to develop policies and procedures and to analyse compliance information research skills to investigate legal structures, and taxation and insurance requirements time management skills to prioritise tasks and to meet key dates.
Required knowledge
business registration and licensing requirements commonwealth, state/territory and local government legislative requirements relating to business operation, especially in regard to OHS and environmental issues, equal employment opportunity, industrial relations, anti-discrimination, taxation creation and termination of relevant legal contracts cultural differences and legal implications duty of care imposed by Law of Torts legal rights and obligations of alternative ownership structures record keeping to meet minimum legal and taxation requirements relevant consumer legislation relevant industry codes of practice relevant insurance requirements and products.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: implementation of a systematic approach to identifying, managing and meeting legal and business requirements within culturally appropriate contexts interpreting compliance data and formulating appropriate action knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of establishing or running a small business, are the basis for assessment.
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: portfolio of evidence including contracts negotiated and arranged oral or written questioning to assess knowledge of relevant consumer legislation review of procedures developed and implemented to ensure full compliance with relevant legislation and regulatory requirements review of insurance cover acquired.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB402A Plan small business finances BSBSMB404A Undertake small business planning.

Range Statement

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.
Options for the business legal structure may include:	company cooperative corporation government owned enterprise partnership profit or not-for-profit legal structure sole trader trust
Options for the business legal structure may be influenced by:	confidentiality contractual requirements family/community/cultural expectations ownership transfer partnership considerations preferences of owners/stakeholders protection of stakeholders and assets requirements of financial backers superannuation taxation
Appropriate sources may include:	business advisers financial planners government agencies industry/trade associations mentors professional advisers (e.g. solicitors, accountants)
Legislation and regulatory requirements may include:	local, state/territory, commonwealth and international legislation, regulations and codes of practice affecting business operations such as: relevant Acts and regulations industry and OHS codes of practice business registrations and licences planning and other permissions environmental legislation industrial law, agency law, property law, consumer legislation and standards, Torts Law and duty of care equal employment opportunity (EEO) and anti-discrimination legislation, anti-competition regulations
Legal rights and responsibilities may include:	culturally appropriate processes and protocols marketing the business in accordance with consumer legislation obligations imposed by choice of business structure operating the business with a duty of care (Law of Torts)
Occupational health and safety and requirements must include:	complying with relevant OHS codes of practice establishing and maintaining a system for managing OHS establishing hazard management arrangements to assess and control the risks associated with workplace hazards including development of written safe operating procedures establishing OHS record keeping arrangements in accordance with regulatory requirements OHS duty of care responsibilities registering with state/territory workers compensation authority if applicable
Taxation principles and requirements may include:	relevant taxation requirements/obligations for business tax file number, Australian Business number, goods and services tax registration, PAYG and withholding arrangements
Legal documents may include:	appropriate software for financial records certificate of incorporation constitution documents franchise agreements and financial documentation partnership agreements statutory books for companies (register of members, register of directors and minute books)
Records may include:	environmental financial OHS personnel taxation
OHS records may include:	accident reports and investigations first aid and medical hazardous substances register instruction and training manufacturers' and suppliers' information material safety data sheets OHS audits and inspections plant maintenance and testing workers compensation and rehabilitation
Procurement rights to products and services may include:	any form of licensing royalties, copyright, patents, trademarks, registered design and applications, intellectual property, software licenses, franchises, agencies
Contracts with relevant people may include:	any person with whom the business has, or seeks to have, a performance-based relationship owners, suppliers, employees, landlords, agents, distributors, customers
Insurance requirements may include:	comprehensive insurance for vehicles/property professional indemnity insurance public liability insurance third party insurance on motor vehicles workers compensation other insurance cover as required by state/territory or commonwealth legislation, contractual obligations or as recommended for the industry/type of business

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB402A Plan small business finances

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. The unit is suitable for existing micro and small businesses or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify costs, calculate prices and prepare profit statement	1.1. Identify and document costs associated with the production and delivery of the business' products/services 1.2. Calculate prices based on costs and profit margin, as an hourly charge out rate for labour or unit price for products 1.3. Calculate break-even sales point to establish business viability and profit margins 1.4. Identify appropriate pricing strategies in relation to market conditions to meet business profit targets 1.5. Prepare projected profit statement to supplement the business plan
2. Develop a FINANCIAL PLAN	2.1. Set profit targets/goals to reflect owner's desired returns 2.2. Identify working capital requirements necessary to attain profit projections 2.3. Identify non-current asset requirements and consider alternative asset management strategies 2.4. Prepare cash flow projections to enable business operation in accordance with business plan and legal requirements 2.5. Identify capital investment requirements accurately for each operational period 2.6. Select budget targets to enable ongoing monitoring of financial performance
3. Acquire finance	3.1. Identify start-up and ongoing financial requirements according to financial plan/budget 3.2. Identify sources of finance, including potential financial backers, to provide required liquidity for the business to complement business goals and objectives 3.3. Investigate cost of securing finance on optimal terms 3.4. Identify strategies to obtain finance as required to ensure financial viability of the business

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to interpret financial data communication skills to secure finance literacy skills to develop a financial plan and to interpret legal requirements and financial reports numeracy skills to calculate costs, prices, profit and other financial information research skills to identify costs and sources of finance.
Required knowledge
break-even analysis costing for the business, including margin/mark-up, hourly charge out rates and unit costs financial decision making relevant to the business methods and relative costs of obtaining finance principles for preparation of balance sheets principles for preparation of cash flow forecasts principles for preparation of profit and loss statements purpose of financial reports relevant accounting terminology working capital cycles.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of a financial plan which identifies the financial requirements of the business, including profit targets, cash flow projections and strategies for the acquisition of finance knowledge of financial decision making relevant to the business.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of establishing or running a small business, are the basis for assessment.
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: portfolio of evidence including financial plan and records review of projected profit statement prepared to supplement the business plan review of cash flow projections oral or written questioning to asses knowledge of principles for preparation of cash flow forecasts.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB401A Establish legal and risk management requirements of small business BSBSMB404A Undertake small business planning BSBSMB405A Monitor and manage small business operations BSBSMB406A Manage small business finances.

Range Statement

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.
Costs may include:	direct/indirect costs fixed, variable, semi-variable costs overheads and employee costs
Pricing strategies may include:	competitor analysis cost/volume/profit analysis cost factors cost plus pricing demand-based pricing discounting market conditions penetration pricing perceived value product mix skimming
Financial plan may include:	analysis of sales by product/service, identifying where they were sold and to whom cash flow estimates for each forward period current financial state of the enterprise (or owner/operator) estimates of profit and loss projections for each forward period financial performance to date (if applicable) likely return on investment monthly, quarterly or annual returns non-recurrent assets calculations profit, turnover, capital and equity targets projected profit targets, pricing strategies, margins projections of likely financial results (budgeting) projections, which may vary depending on the importance of such information and the stage in the life of the business resources required to implement the proposed marketing and production strategies (staff, materials, plant and equipment) review of financial inputs required (sources and forms of finance) risks and measures to manage or minimise risks working, fixed, debt and equity capital working in conjunction with external consultants e.g. investment analysts, accountants, financiers
Profit targets/goals may include:	break-even point cost of goods/services sold gross profit/net profit desired actual/notional salary for owners/managers desired return on investment sales turnover/gross fees or income
Cash flow projections may include:	anticipated payments anticipated receipts customer credit policy/debt recovery taxation provisions
Legal requirements may include:	contractual arrangements (partnership agreements, trust deeds) corporations law industrial law (for payroll records) taxation law
Sources of finance may include:	personal, financial institutions, trade/industry sources government sources, for example commonwealth and state/territory governments which provide various forms of technical and financial assistance including direct cash grants, loans, subsidies, tax concessions, and professional and technical advice
Financial backers may include:	financiers/banks/lending institutions leasing and hire purchase financiers providers of venture capital shareholders/partners/owners/family/friends

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB403A Market the small business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and implement marketing strategies, and to monitor and improve market performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. This unit is suitable for micro and small businesses or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop marketing strategies	1.1. Analyse the business and its key products or services to determine the focus of marketing activities, in accordance with the objectives of the business plan 1.2. Evaluate the customer base and target market for the small business as a basis for the marketing objectives and strategies 1.3. Determine marketing objectives and strategies that are ethically and culturally appropriate, in consultation with relevant people and in accordance with the business plan
2. Determine a marketing mix for the business	2.1. Balance product mix, volumes and pricing to optimise sales and profit 2.2. Evaluate the costs and benefits of using different distribution channels and/or providing different levels of customer service and consider the results in determining the marketing mix 2.3. Determine promotional activities to suit the target market 2.4. Consider customer needs and preferences in determining the marketing mix 2.5. Determine the marketing mix according to market and business needs
3. Implement marketing strategies	3.1. Brief persons involved in the marketing effort on their roles and responsibilities, to ensure the success of marketing strategies 3.2. Plan and implement promotional activities, in accordance with marketing objectives and budgetary requirements
4. Monitor and improve marketing performance	4.1. Monitor marketing activities and evaluate business performance according to the objectives and targets of the business plan 4.2. Analyse performance gaps and take corrective action or set new targets 4.3. Encourage all relevant people to propose ways to improve marketing performance 4.4. Seek and analyse customer reaction to all aspects of the marketing mix, using culturally appropriate processes, to improve targeting and outcomes 4.5. Conduct ongoing research of customer requirements to identify opportunities for change and improvement 4.6. Monitor and investigate changes in the market for new opportunities to aid business development

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to question, clarify and report literacy and numeracy skills to research information, to analyse data and to interpret market data.
Required knowledge
industry market trends methods of analysing costs and benefits of marketing strategies methods of developing marketing objectives and marketing mix methods of monitoring customer satisfaction relevant market analysis and research relevant marketing concepts and methods.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: developing a marketing strategy and choosing a marketing mix for the small business that are culturally appropriate and that complement the business plan implementing and monitoring the marketing strategy/plan to optimise the chances of small business success knowledge of relevant marketing concepts and methods.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of running a small business, are the basis for assessment.
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: portfolio of evidence including marketing strategy and monitoring of marketing performance oral or written questioning to assess knowledge of industry market trends review of analysis of performance gaps and corrective action taken or new targets set review of promotional activities implemented.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB404A Undertake small business planning.

Range Statement

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.
Marketing objectives and strategies may include:	achieving lower costs of production and distribution than competitors creating a very different product line or service so that the business becomes a class leader in the industry distribution pricing, presentation and display of products/services product design and packaging product range and mix promotion and advertising pursuing cost leadership and/or product differentiation within a specialist market segment
Relevant people may include:	accountant or other specialist services family members, work team members, sub-contractors, community members franchise agency financial backers, clients owner/operator, partners, directors, shareholders regulatory bodies trade or industry associations
Distribution channels may include:	dealer, re-seller, franchisee distributor, delivery service, mail order, telesales self-access, wholesale, retail
Levels of customer service may include:	after sales service one-on-one personal service sales assistance for problems/queries only
Marketing mix may include:	distribution level of service pricing promotion quality, range safety features technical features, design
Promotional activities may include:	advertising in national, suburban or local newspapers advertising on radio or television canvassing development of networks and strategic alliances display posters exhibitions, in-store promotions involvement in community projects mail drops professional/industry journals sponsorship staff development programs to enhance customer service orientation website word of mouth, referral, testimonials
Performance gaps may include:	over achievement of performance targets under achievement of performance targets
Customer reaction may be determined through:	customer meetings, focus groups identification of new business opportunities informal discussion sales to contact ratio survey/other feedback mechanisms trend analysis

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB404A Undertake small business planning

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. This unit is suitable for micro and small businesses or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify elements of the business plan	1.1. Identify purpose of the business plan 1.2. Identify and review the essential components of the business plan 1.3. Identify and document business goals and objectives as a basis for measuring business performance
2. Develop a business plan	2.1. Research resources, legal and compliance requirements, specifically in relation to occupational health and safety (OHS), in accordance with business goals and objectives 2.2. Research market needs, and market size and potential 2.3. Identify sources and costs of finance, from the financial plan, to provide required liquidity and profitability for the business 2.4. Identify methods, from the marketing strategies, to promote the market exposure of the business 2.5. Identify methods/means of production/operation from the production/operations plan to conform with business goals and objectives 2.6. Identify staffing requirements to effectively produce/deliver products/services 2.7. Identify specialist services and sources of advice, where required, and cost in accordance with resources available
3. Develop strategies for minimising risks	3.1. Identify specific interests and objectives of relevant people and seek and confirm their support of the planned business direction 3.2. Identify and develop risk management strategies according to business goals and objectives, and relevant legal requirements 3.3. Develop contingency plan to address possible areas of non-conformance with the plan

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to assess business performance literacy skills to enable interpretation of business information numeracy skills to analyse data.
Required knowledge
commonwealth, state/territory and local government legislative requirements relating to business operation, especially in regard to OHS and environmental issues, equal employment opportunity, industrial relations and anti-discrimination methods of evaluation OHS responsibilities and procedures for identifying hazards relevant to the business planning processes preparation of a business plan principles of risk management relevant to business planning reasons for and benefits of, business planning relevant industry codes of practice setting goals and objectives types of business planning - feasibility studies; strategic, operational, financial and marketing planning.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of a business plan which provides for finance, marketing and provision of products/services to facilitate the business goals and objectives identification of and planning for, OHS and duty of care responsibilities development of risk management strategies knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of running a small business, are the basis for assessment.
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: portfolio of evidence including a business plan and risk management strategies oral or written questioning to assess knowledge of OHS responsibilities and procedures for identifying hazards relevant to the business demonstration of practical skills review of documented business goals and objectives review of contingency plans developed to address possible areas of non-conformance with the business plan.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB401A Establish legal and risk management requirements of small business BSBSMB402A Plan small business finances BSBSMB403A Market the small business.

Range Statement

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.
Business plan may include:	business opportunities, which may be influenced by: amount and types of finance available expected financial viability skills of operator details of ownership/management finance, expenditure statement, balance sheet and cash flow forecast, projections for the initial years of operation assumptions underlying the business plan, expected level of inflation and taxation, expected trend of interest rate, capital expenditure and its timing, stock turnover, debtors collection period, creditor payment period, return on investment level of risk involved, risk assessment and management market focus of the business marketing requirements need to raise finance and requirements of lenders organisation/operational arrangements proposed size and scale of the business recognition of any seasonal or cyclical (time-based) elements which are crucial to the success of the business resources required and available sources of funding specialist services and sources of advice that may be required staffing stages in the business development
Business goals and objectives may include:	customer needs/marketing projections family or community benefits financial projections goals, objectives, plans, systems and processes lifestyle issues market focus of the business proposed size and scale of the business short-, medium- or long-term goals social responsibility
Occupational health and safety issues must include:	identification of specific hazard issues such as occupational violence, security, manual handling, equipment and hazardous substances management of the organisation and operation of OHS as part of the business plan procedures for managing hazards in the workplace (identify, assess and control) provisions for ensuring safety of members of the public and contractors visiting the premises/worksite
Financial plan may include:	analysis of sales by product/service, identifying where they were sold and to whom cash flow estimates for each forward period current financial state of the enterprise (or owner/operator) estimates of profit and loss projections for each forward period financial performance to date (if applicable) likely return on investment monthly, quarterly or annual returns non-recurrent assets calculations profit, turnover, capital and equity targets projected profit targets, pricing strategies, margins projections of likely financial results (budgeting) projections, which may vary depending on the importance of such information and the stage in the life of the business resources required to implement the proposed marketing and production strategies (staff, materials, plant and equipment) review of financial inputs required (sources and forms of finance) risks and measures to manage or minimise risks working, fixed, debt and equity capital
Marketing strategies may include:	achieving lower costs of production and distribution than competitors creating a very different product line or service so that the business becomes a class leader in the industry distribution pricing, presentation and display of products/services product design and packaging product range and mix promotion and advertising pursuing cost leadership and/or product differentiation within a specialist market segment
Production/operations plan may include:	customer requirements, market expectations, budgetary constraints industrial relations climate and quality assurance considerations means of supply and distribution operational targets and action plan, which may include short-, medium- or long-term goals options for production, delivery, technical and customer service and support
Staffing requirements may include:	full-time, part-time staff, permanent, temporary or casual staff owner/operator sub-contractors or external advisers/consultants
Specialist services may include:	accountants business advisors and consultants business brokers contractors government agencies industry/trade associations lawyers and providers of legal advice mentors online gateways
Relevant people may include:	clients family members franchise agency owner/operator, partners, financial backers regulatory bodies suppliers trade or industry associations
Risk management strategies may include:	breach of contract, product liability knowledge management measures to manage risk including professional indemnity, securing appropriate insurance to cover loss of earnings through sickness/accidents, drought, flood, fire, theft security systems to provide physical security of premises, plant, equipment, goods and services security of intellectual property
Risk management strategies must include:	OHS requirements
Contingency plan may include:	disturbances to cash flow, supply and/or distribution sickness or personal considerations

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB405A Monitor and manage small business operations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business. The unit is suitable for existing micro and small businesses or a department in a larger organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop OPERATIONAL STRATEGIES AND PROCEDURES	1.1. Develop an action plan to provide a clear and coherent direction, in accordance with the business goals and objectives 1.2. Identify occupational health and safety (OHS) and environmental issues and implement strategies to minimise risk factors 1.3. Develop a quality system for the business in line with industry standards, compliance requirements and cultural criteria 1.4. Develop performance measures and operational targets to conform with the business plan 1.5. Develop strategies for innovation, including the utilisation of existing, new or emerging technologies, where practicable, to optimise business performance
2. Implement operational strategies and procedures	2.1. Implement systems and key performance indicators/targets to monitor business performance and customer satisfaction 2.2. Implement systems to control stock, expenditure/cost, wastage/shrinkage and risks to health and safety in accordance with the business plan 2.3. Maintain staffing requirements, where applicable, within budget to maximise productivity 2.4. Carry out the provision of goods/services in accordance with established legal, ethical cultural and technical standards 2.5. Provide goods/services in accordance with time, cost and quality specifications, and customer requirements 2.6. Apply quality procedures to address product/service and customer requirements
3. Monitor business performance	3.1. Regularly monitor/review the achievement of operational targets to ensure optimum business performance, in accordance with the business plan goals and objectives 3.2. Review systems and structures, with a view to more effectively supporting business performance 3.3. Investigate and analyse operating problems to establish causes and implement changes as required as part of the business quality system 3.4. Amend operational policies and procedures to incorporate corrective action
4. Review business operations	4.1. Review and adjust business plan, as required, to maintain business viability, in accordance with business goals and objectives 4.2. Clearly record proposed changes to aid future planning and evaluation 4.3. Undertake ongoing research into new business opportunities and adjust business goals and objectives as new business opportunities arise

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to develop criteria and targets for the business plan communication skills to question, clarify and report literacy skills to interpret legal requirements, company policies and procedures numeracy skills to manage performance information and to control the finances technology skills to use relevant business equipment.
Required knowledge
methods for developing and maintaining networks methods for implementing operation and revenue control systems methods for monitoring performance and implementing improvements OHS responsibilities and procedures for managing hazards principles of risk management relevant to the business, including risk assessment quality system principles and methods relevant industry codes of practice relevant marketing, sales and financial concepts relevant performance measures role of innovation systems to manage staff, stock, expenditure, services and customer service technical or specialist skills relevant to the business operation.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: developing strategies and procedures to successfully manage the operation of the business making appropriate adjustments to the business operations as required knowledge of quality system principles and methods.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of running a small business, are the basis for assessment.
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: portfolio of evidence including operational strategies and procedures oral or written questioning to assess knowledge of principles of risk management relevant to the business, including risk assessment review of analysis of operating problems (establishing causes and implementing changes as required as part of the business quality system) review of records proposing changes to the business operations.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB406A Manage small business finances BSBSMB407A Manage a small team.

Range Statement

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.
Operational strategies and procedures may be determined by:	business premises (size, location, layout) financial control systems and procedures management and administrative systems and procedures methods/techniques/technology physical and natural resources plant and equipment , including OHS requirements premises, plant and equipment, which may be new or previously owned purchase (sole or shared ownership) or leasing raw materials requirements, which may be one-off requirements or recurrent requirements (such as equipment maintenance) specific to the nature of the business technology use of existing, new and emerging technologies including e-commerce
Business goals and objectives may include:	customer needs/marketing projections family or community benefits financial projections goals, objectives, plans, systems and processes lifestyle issues proposed size and scale of the business, market focus of the business short-, medium- or long-term goals social responsibility
Occupational health and safety and environmental issues must include:	controls, which may include instructions to workplace personnel concerning site hazards and controls, material safety data sheets, use of personal protective equipment, vehicle access, signs and barricades, traffic control, outside contractors establishment and maintenance of procedures for assessing and controlling risks establishment and maintenance of procedures for identifying risks to health and safety waste and by-products
Quality system may include:	manual or computer quality control systems quality assurance/management approaches random inspections and assessments of goods and services against predetermined standards random inspections and assessments of processes against predetermined standards random sampling and follow-up of customers
Operational targets may include:	external targets, which may relate to market share and positioning and may involve exploring new markets, building national or international trade links internal targets, which may relate to size, quality, quantity and diversity, wages to sales, sales to area/stock levels/stock turnover/average debtor payment periods and levels staffing level and skills mix targets, which may be short-, medium- or long-term
Technical standards may include:	current and generally agreed descriptions of what the product/service is, how it should be produced/delivered and the quality, safety, efficiency or other measures to determine the activity is done effectively

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSMB408B Manage personal, family, cultural and business obligations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to examine the impact that personal, family and cultural obligations have on business operations, and to develop and implement strategies to improve business success. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify personal and business commitments/obligations within family, cultural and community contexts	1.1. Identify the personal, family, cultural and/or community contexts in which the business operates 1.2. Identify the personal, family, cultural and/or community commitments/obligations that impact on the business 1.3. Consider strategies to address and minimise the negative impact these commitments/obligations may have on the business 1.4. Prepare workable plans to address and minimise the impact of these issues
2. Develop ethical work practices within family, cultural and community contexts	2.1. Develop a culturally appropriate work ethic in terms of personal, family and community obligations, and cultural requirements 2.2. Identify and implement strategies to reinforce a culturally appropriate work ethic in the business 2.3. Prepare contingency plans for when alternative action is required due to changes within the business, family, cultural and/or community environments
3. Review work practices within family, cultural and community contexts	3.1. Monitor personal, family, cultural and/or community commitments/obligations to identify any changes that might impact on the business 3.2. Review plans and strategies to ensure that negative impacts of any commitments/obligations are being addressed and implement any necessary changes 3.3. Monitor implementation of the culturally appropriate work ethic to ensure that it is supported and maintained in the business

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to identify own obligations communication skills to clarify needs and to articulate business ideas to a range of family/community members interpersonal skills to negotiate/mediate with sensitivity towards family and/or cross-cultural issues.
Required knowledge
characteristics of small business and its environment community and family expectations and dynamics cultural and family relationships historical/cultural/ceremonial/religious/family issues that are relevant to specific communities life/work balances particularly relating to health local community and relevant organisations and persons within the community relevant legislation, codes and national standards from all levels of government which may effect business operation, such as: award and enterprise agreements and relevant industrial instruments anti-discrimination equal opportunity OHS relevant industry codes of practice.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: completeness in terms of scope and detail of analysis of the implications of family, cultural and community obligations/commitments on self, staff and the business clarification of a culturally appropriate work ethic and the workability of plans and strategies for maintaining this ethic plans and strategies to address the negative impact obligations/commitments may have on the business knowledge of characteristics of small business and its environment.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of running a small business, are the basis for assessment.
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: portfolio of evidence including the analysis of the implications of obligations/commitments and plans/strategies to address any negative impacts these may have on the business oral or written questioning to assess knowledge of community and family expectations and dynamics analysis of review of plans and strategies.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBSMB409A Build and maintain relationships with small business stakeholders.

Range Statement

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.
Contexts in which the business operates may include relationships within:	business community culturally and linguistically diverse communities family groups Indigenous communities non-Indigenous communities professional community religious and/or spiritual communities specific target groups
Commitments/obligations may relate to:	community family self staff
Commitments/obligations may include:	business commitments and community/family responsibilities personal principles personal work/life balances and priorities e.g. health considerations such as exercise, stress professional commitments resource commitments to community e.g. contributions to social goals, Community Development Employment Program (CEDP) staff responsibilities, community centres, mentoring, community projects resource commitments to cultural life e.g. cultural maintenance programs, language maintenance resource commitments to immediate and extended family members e.g. money obligations, skills and resource contributions to family projects time commitments to community activities e.g. participation in community events, ceremonies and activities, school committees, sporting associations time commitments to immediate and extended family members e.g. child care and aged care responsibilities, emotional support obligations for family issues time commitments to cultural life e.g. National Aboriginal and Torres Strait Islander Day of Celebration (NAIDOC) activities, National Sorry Day activities, National Reconciliation Week activities, religious activities, national days, ceremonies, funerals and related mourning business
Strategies may include:	communication strategies consulting with other small businesses to identify successful strategies used developing clear guidelines for staff, such as: codes of conduct customer/client charters family/community charters job descriptions organisational trees developing clear processes for staff developing plans to address unanticipated events developing plans to include health considerations for self and staff personal vision/values using diaries/calendars to timetable known obligations
Plans may relate to:	communication contingency OHS performance appraisal personal and staff development succession arrangements time management
Culturally appropriate work ethic may include:	impact on and within the community impact on and within the family impact on and within the wider community impact on self relevance of the business to the community relevance of work to the individual role development and clarification processes skills to perform the work
Reviewing plans and strategies may include:	360Âº feedback applying qualitative and/or quantitative measures to business performance applying qualitative and/or quantitative measures to individual performance family or community consultation

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSUS201A Participate in environmentally sustainable work practices

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to effectively measure current resource use and to carry out improvements including reducing the negative environmental impact of work practices. This unit requires the ability to access industry information, and applicable legislative and occupational health and safety (OHS) guidelines. While no licensing, legislative, regulatory or certification requirements apply holistically to this unit at the time of publication, relevant national, state and territory legislation, regulations and codes of practice impact upon this unit.

Application of the Unit

Application of the unit	This unit applies to operators/team members under supervision or guidance, who are required to follow workplace procedures and instructions, and to work in an environmentally sustainable manner. It covers: efficient resource use potential environmental hazards regulatory compliance improving environmental performance (within the scope of competency, authority and own level of responsibility). It addresses the knowledge, processes and techniques necessary to participate in environmentally sustainable work practices.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify current resource use	1.1. Identify workplace environmental and resource efficiency issues 1.2. Identify resources used in own work role 1.3. Document and measure current usage of resources using appropriate techniques 1.4. Record and file documentation measuring current usage, using technology (such as software systems) where applicable 1.5. Identify and report workplace environmental hazards to appropriate personnel
2. Comply with environmental regulations	2.1. Follow workplace procedures to ensure compliance 2.2. Report breaches or potential breaches to appropriate personnel
3. Seek opportunities to improve resource efficiency	3.1. Follow organisational plans to improve environmental practices and resource efficiency 3.2. Work as part of a team, where relevant, to identify possible areas for improvements to work practices in own work area 3.3. Make suggestions for improvements to workplace practices in own work area

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to comply with all relevant legislation associated with job specifications and procedures communication and problem-solving skills to question, seek clarification and make suggestions relating to work requirements and efficiency communication and teamwork skills to recognise procedures; to follow instructions; to respond to change, such as current workplace environmental/sustainability frameworks; and to support team work and participation in a sustainable organisation literacy, numeracy and technology skills to interpret workplace information in relation to work role, and to document and measure resource use technology skills to select and use technology appropriate for a task.
Required knowledge
environmental and resource hazards/risks environmental or sustainability legislation, regulations and codes of practice applicable to own work role OHS issues and requirements organisational structure, and reporting channels and procedures relevant environmental and resource efficiency systems and procedures sustainability in the workplace terms and conditions of employment including policies and procedures, such as daily tasks, employee and employer rights, equal opportunity.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: accessing, interpreting and complying with a range of environment/sustainability legislation and procedural requirements relevant to daily responsibilities accurately following organisational information to participate in and support an improved resource efficiency process and reporting as required developing and/or using tools such as inspection checklists, to collect and measure relevant information on organisation resource consumption, within work role identifying organisational improvements by applying efficient resource use to daily activities knowledge of environmental and resource hazards/risks.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment evidence is relevant to the particular workplace role, including work area, equipment, systems, and documentation review of current work area directly relating to own work, to assess measurement of resources used, hazards and compliance individual or team discussion about potential for increased resource efficiency within current work area access to workplace documents, information and resources (such as compliance obligations, enterprise plans, work responsibilities).
Method of assessment	A range of assessment methods should be used t assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques over time and in a range of situations analysis of responses to case studies and scenarios review of documentation measuring current resource usage evaluation of techniques used to document and measure current usage of resources review of identified and reported workplace environmental hazards evidence of active participation in organisational plans to improve environmental practices and resource efficiency.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBINN201A Contribute to workplace innovation BSBSMB301A Investigate micro business opportunities BSBWOR202A Organise and complete daily work activities.

Range Statement

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.
Environmental and resource efficiency issues may include:	maximising opportunities to improve business environmental performance minimising environmental risks promoting more efficient production and consumption of natural resources, for example minimising waste by participating in or using a waste management system using resources efficiently such as material usage, energy usage (seeking alternative sources of energy or energy conservation) or efficient water usage
Appropriate techniques may include:	examining and documenting resources in work area examining invoices from suppliers examining relevant information and data measuring resource usage under different conditions reports from other parties involved in the process of identifying and implementing improvements
Compliance may include:	meeting relevant laws, by-laws and regulations or best practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory local government industry organisation
Organisational plans may include:	documented policies and procedures work plans to minimise waste or to increase efficiency of resources such as a green office program, supply chain program for purchasing sustainable products or an environmental management framework
Suggestions may include ideas that help to:	improve energy efficiency increase use of renewable, recyclable, reusable and recoverable resources maximise opportunities such as use of solar power or other alternative forms of energy, where appropriate prevent and minimise risks reduce emissions of greenhouse gases reduce use of non-renewable resources

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Sustainability

Co-requisite units

Co-requisite units

BSBSUS301A Implement and monitor environmentally sustainable work practices

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to effectively analyse the workplace in relation to environmentally sustainable work practices and to implement improvements and monitor their effectiveness. This unit requires the ability to access industry information, applicable legislative and occupational health and safety (OHS) guidelines. While no licensing, legislative, regulatory or certification requirements apply holistically to this unit at the time of publication, relevant national, state and territory legislation, regulations and codes of practice impact upon this unit.

Application of the Unit

Application of the unit	This unit applies to those with responsibility for a specific area of work or who lead a work group or team. It addresses the knowledge, processes and techniques necessary to implement and monitor environmentally sustainable work practices, including the development of processes and tools, such as: identifying areas for improvement developing plans to make improvements implementing and monitoring improvements in environmental performance. A person who demonstrates competence in this unit must be able to provide evidence of the ability to implement and monitor integrated environmental and resource efficiency management policies and procedures within an organisation. Evidence must be strictly relevant to the particular workplace role.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Investigate current practices in relation to resource usage	1.1. Identify environmental regulations applying to the enterprise 1.2. Analyse procedures for assessing compliance with environmental/sustainability regulations 1.3. Collect information on environmental and resource efficiency systems and procedures, and provide to the work group where appropriate 1.4. Collect, analyse and organise information from a range of sources to provide information/advice and tools/resources for improvement opportunities 1.5. Measure and document current resource usage of members of the work group 1.6. Analyse and document current purchasing strategies 1.7. Analyse current work processes to access information and data to assist in identifying areas for improvement
2. Set targets for improvements	2.1. Seek input from stakeholders, key personnel and specialists 2.2. Access external sources of information and data as required 2.3. Evaluate alternative solutions to workplace environmental issues 2.4. Set efficiency targets
3. Implement performance improvement strategies	3.1. Source and use appropriate techniques and tools to assist in achieving efficiency targets 3.2. Apply continuous improvement strategies to own work area of responsibility, including ideas and possible solutions to communicate to the work group and management 3.3. Implement and integrate environmental and resource efficiency improvement plans for own work group with other operational activities 3.4. Supervise and support team members to identify possible areas for improved practices and resource efficiency in work area 3.5. Seek suggestions and ideas about environmental and resource efficiency management from stakeholders and act upon where appropriate 3.6. Implement costing strategies to fully value environmental assets
4. Monitor performance	4.1. Use and/or develop evaluation and monitoring, tools and technology 4.2. Document and communicate outcomes to report on efficiency targets to key personnel and stakeholders 4.3. Evaluate strategies and improvement plans 4.4. Set new efficiency targets, and investigate and apply new tools and strategies 4.5. Promote successful strategies and reward participants where possible

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to analyse problems, to devise solutions and to reflect on approaches taken change management skills communication skills to answer questions, clarify and acknowledge suggestions relating to work requirements and efficiency communication/consultation skills to support information flow from stakeholders to the work group innovation skills to identify improvements, to apply knowledge about resource use to organisational activities and to develop tools literacy skills to comprehend documentation, to interpret environmental and energy efficiency requirements, to create tools to measure and monitor improvements and to report outcomes numeracy skills to analyse data on organisational resource consumption and waste product volumes planning and organising skills to implement environmental and energy efficiency management polices and procedures relevant to own work area problem-solving skills to devise approaches to improved environmental sustainability and to develop alternative approaches as required technology skills to operate and shut down equipment; where relevant, to use software systems for recording and filing documentation to measure current usage; and to use word processing and other basic software for interpreting charts, flowcharts, graphs and other visual data and information supervisory skills to work effectively with a team
Required knowledge
best practice approaches relevant to own area of responsibility and industry compliance requirements within work area for all relevant environmental/sustainability legislation, regulations and codes of practice including resource hazards/risks associated with work area, job specifications and procedures environmental and energy efficiency issues, systems and procedures specific to industry practice external benchmarks and support for particular benchmarks to be used within organisation, including approaches to improving resource use for work area and expected outcomes OHS issues and requirements organisational structure and reporting channels and procedures quality assurance systems relevant to own work area strategies to maximise opportunities and to minimise impact relevant to own work area supply chain procedures terms and conditions of employment including policies and procedures, such as daily tasks, work area responsibilities, employee, supervisor and employer rights, equal opportunity

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: knowledge of relevant compliance requirements within work area developing plans to make improvements planning and organising work group activities in relation to measuring current use and devising strategies to improve usage monitoring resource use and improvements for environmental performance relative to work area and supervision ensuring appropriate action is taken within work area in relation to environmental/sustainability compliance and potential hazards implementing new approaches to work area in an effort to resolve and improve environmental and resource efficiency issues and reporting as required.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to a range of environment/sustainability legislation, standards, guidelines and procedural requirements relevant to specific work area, daily responsibilities and supervision access to a range of information, workplace documentation and resources such as compliance obligations, organisation plans, work supervision and responsibilities access to reports from other parties involved in the process of identifying and implementing improvements evidence is relevant to the particular workplace role, including work area, staff, stakeholders, equipment, systems and documentation.
Method of assessment	A range of assessment methods should be used t assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate response to case studies review of reports of activities of work group in relation to measuring resource use and developing improvement strategies review of work plans outlining approaches to improved practices with documented benchmarks analysis of the way in which advice is sought and suggestions are made about improvements observation over time and in a range of situations in relation to review of overall work area and staff, to assess and measure resource use, hazards and compliance review of checklists to identify and assess resource usage at the beginning and end of the unit; reports on meetings around procedures and improvement processes and monitoring within the workplace; lists of environmental hazards/risks or inefficiencies or opportunities for improvements identified in the workplace analysis of implementation of programs such as a green office program, supply chain program for purchasing sustainable products, or an environmental management framework oral or written questioning to assess knowledge of environmental and energy efficiency issues, systems and procedures specific to industry practice.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBATSIC411C Communicate with the community BSBINN301A Promote innovation in a team environment BSBLED401A Develop teams and individuals BSBMGT402A Implement operational plan BSBMGT403A Implement continuous improvement BSBRSK401A Identify risk and apply risk management processes.

Range Statement

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.
Compliance may include:	meeting relevant laws, by-laws and regulations or best practice or codes of practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory industry organisation.
Sources may include:	organisation specifications regulatory sources relevant stakeholders resource use.
Purchasing strategies may include:	influencing suppliers to take up environmental sustainability approaches researching and participating in programs such as a supply chain program to purchase sustainable products.
Stakeholders, key personnel and specialists may include:	individuals and groups both inside and outside the organisation who have direct or indirect interest in the organisation's conduct, actions, products and services, including: customers employees at all levels of the organisation government investors local community other organisations suppliers key personnel within the organisation, and specialists outside the organisation who may have particular technical expertise.
Techniques and tools may include:	examination of invoices from suppliers examination of relevant information and data measurements made under different conditions others as appropriate to the specific industry context.
Environmental and resource efficiency improvement plans may include:	addressing environmental and resource sustainability initiatives such as environmental management systems, action plans, green office programs, surveys and audits applying the waste management hierarchy in the workplace determining organisation's most appropriate waste treatment including waste to landfill, recycling, re-use, recoverable resources and wastewater treatment initiating and/or maintaining appropriate organisational procedures for operational energy consumption, including stationary energy and non-stationary (transport) preventing and minimising risks, and maximising opportunities such as: improving resource/energy efficiency reducing emissions of greenhouse gases reducing use of non-renewable resources referencing standards, guidelines and approaches such as: ecological footprinting Energy Efficiency Opportunities Bill 2005 Global Reporting Initiative green office program - a cultural change program green purchasing Greenhouse Challenge Plus (Australian government initiative) ISO 14001:1996 Environmental management systems life cycle analyses product stewardship supply chain management sustainability covenants/compacts triple bottom line reporting.
Suggestions may include ideas that help to:	prevent and minimise risks and maximise opportunities such as: usage of solar or renewable energies where appropriate reducing emissions of greenhouse gases reducing use of non-renewable resources making more efficient use of resources, energy and water maximising opportunities to re-use, recycle and reclaim materials identifying strategies to offset or mitigate environmental impacts: purchasing carbon credits energy conservation reducing chemical use reducing material consumption expressing purchasing power through the selection of suppliers with improved environmental performance e.g. purchasing renewable energy eliminating the use of hazardous and toxic materials.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Sustainability

Co-requisite units

Co-requisite units

BSBSUS501A Develop workplace policy and procedures for sustainability

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and implement a workplace sustainability policy, including the modification of the policy to suit changed circumstances. This unit requires the ability to access industry information, applicable legislative and occupational health and safety (OHS) guidelines. While no licensing, legislative, regulatory or certification requirements apply holistically to this unit at the time of publication, relevant national, state and territory legislation, regulations and codes of practice impact upon this unit.

Application of the Unit

Application of the unit	This unit addresses the knowledge, processes and techniques necessary to develop approaches to sustainability within workplaces, including the development and implementation of policy. This unit applies to people with managerial responsibility who undertake work developing approaches to create strategies within workplaces, including the development and implementation of policy and includes: communicating with relevant stakeholders developing and monitoring policies reviewing and improving policies. A person who demonstrates competence in this unit must be able to provide evidence of the ability to develop and implement integrated sustainability policies and procedures within an enterprise. The review of the policy after implementation will also need to be evidenced. The context of the unit applies to all sectors of the business industry; it may be applied to all sections of an organisation, including the office, the factory floor, or work area. With such a broad application, the unit will need to be contextualised as it is applied across an organisation and across different industry sectors.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop workplace sustainability policy	1.1. Define scope of sustainability policy 1.2. Gather information from a range of sources to plan and develop policy 1.3. Identify and consult stakeholders as a key component of the policy development process 1.4. Include appropriate strategies in policy at all stages of work for minimising resource use, reducing toxic material and hazardous chemical use, and employing life cycle management approaches 1.5. Make recommendations for policy options based on likely effectiveness, timeframes and cost 1.6. Develop policy that reflects the organisation's commitment to sustainability as an integral part of business planning and as a business opportunity 1.7. Agree to appropriate methods of implementation
2. Communicate workplace sustainability policy	2.1. Promote workplace sustainability policy, including its expected outcome to key stakeholders 2.2. Inform those involved in implementing the policy as to outcomes expected, activities to be undertaken and responsibilities assigned
3. Implement workplace sustainability policy	3.1. Develop and communicate procedures to help implement workplace sustainability policy 3.2. Implement strategies for continuous improvement in resource efficiency 3.3. Establish and assign responsibility to use recording systems for tracking continuous improvements in sustainability approaches
4. Review workplace sustainability policy implementation	4.1. Document outcomes and provide feedback to key personnel and stakeholders 4.2. Investigate successes or otherwise of policy 4.3. Monitor records to identify trends that may require remedial action and use to promote continuous improvement of performance 4.4. Modify policy and or procedures as required to ensure improvements are made

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to adjust communication to suit different audiences; to respond effectively to diversity; to work as a member of a team to consult on and validate policy literacy skills to read and evaluate complex and formal documents such as policy and legislation problem skills to effectively manage different points of view and dissenting stakeholders research, analytical and writing skills to research, analyse and present information; to prepare written reports requiring precision of expression and language and structures suited to the intended audience
Required knowledge
best practice approaches relevant to own work area environmental or sustainability legislation, regulations and codes of practice applicable to industry and organisation equal employment opportunity, equity and diversity principles and occupational health and safety implications of policy being developed policy development processes and practices principles, practices and available tools and techniques of sustainability management relevant to the particular industry context quality assurance systems relevant to own organisation relevant industry competency relevant organisational polices, procedures and protocols relevant systems and procedures to aid in the achievement of workplace sustainability

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: candidate's involvement as a key person in planning, developing and implementing organisational policy and that the developed policy complies with legislative requirements implementation strategy, as part of the policy, that has been devised, implemented and reviewed showing a measurable improvement utilising the chosen benchmark indicators communicating with stakeholders to discuss possible approaches to policy development and implementation, and contributing to the resolution of disputes among stakeholders developing and monitoring policies for analysing data on enterprise resource consumption using software systems for recording and filing documentation for measurement of current usage and using word processing and other basic software for interpreting charts, flowcharts, graphs and other visual data and information reviewing and improving policies by identifying improvements and benchmarking against industry best practice and attempting new approaches continuously over time.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to relevant legislation/standards/guidelines access to a range of workplace documentation and personnel, information and resources (such as compliance obligations, organisational plans, work responsibilities) access to reports from other parties involved in the development and implementation of policy evidence is collected over time, involving both formative and summative assessment evidence is relevant to the particular workplace role, including work area, equipment, systems, and documentation.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on the job performance by the candidate response to case studies review of policy developed and procedural documentation outlining the approach taken review of implementation strategy, plans and work plans analysis of methods used to involve stakeholders in policy development, implementation and review analysis of inefficiencies or opportunities for improvements identified in the workplace evaluation of participation in sustainability work practices and programs such as an environmental management framework observation over time in relation to review of work area relating to policy and procedures being developed to assess measurement of resources used, hazards and compliance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBATSIM419A Contribute to the development and implementation of organisational policies BSBHRM506A Manage recruitment, selection and induction processes BSBHRM602B Manage human resources strategic planning BSBINN502A Build and sustain an innovative work environment BSBMGT515A Manage operational plan BSBMGT516C Facilitate continuous improvement BSBMGT608C Manage innovation and continuous improvement BSBMGT616A Develop and implement strategic plans BSBMGT617A Develop and implement a business plan BSBRSK501A Manage risk.

Range Statement

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.
Scope of workplace sustainability policy may include:	addressing sustainability initiatives through reference to standards, guidelines and approaches such as: ecological foot printing Energy Efficiency Opportunities Bill 2005l Global Reporting Initiative green office program green purchasing Greenhouse Challenge Plus (Australian government initiative) ISO 14001:1996 Environmental management systems life cycle analyses life cycle analyses product stewardship supply chain management sustainability covenants/compacts triple bottom line reporting integrated approach to sustainability which includes environmental, economic and social aspects, or a specific approach that focuses on each aspect individually investigating particular business and market context of the industry/organisation meeting relevant laws, by laws and regulations or best practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory industry organisation parts of the organisation to which it is to apply, including whether it is for the whole organisation, one site, one work area or a combination of these.
Sources may include:	regulatory sources relevant personnel organisational specifications.
Stakeholders may include:	individuals and groups both inside and outside the organisation who have some direct interest in the organisation's conduct, actions, products and services, including: customers employees at all levels of the organisation government investors local community other organisations regulators suppliers key personnel within the organisation and specialists outside the organisation who may have particular technical expertise.
Strategies may include:	promotional activities raising awareness among stakeholders training staff in sustainability principles and techniques.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Sustainability

Co-requisite units

Co-requisite units

BSBWOR202A Organise and complete daily work activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to organise and complete work activities, and to obtain feedback on work performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals developing basic skills and knowledge for working in a broad range of settings.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Organise work schedule	1.1. Negotiate and agree upon work goals and plans with assistance from appropriate persons 1.2. Develop an understanding of the relationship between individual work goals and plans, and organisational goals and plans 1.3. Plan and prioritise workload within allocated timeframes
2. Complete work tasks	2.1. Complete tasks within designated time lines and in accordance with organisational requirements and instructions 2.2. Use effective questioning to seek assistance from colleagues when difficulties arise in achieving allocated tasks 2.3. Identify factors affecting work requirements and take appropriate action 2.4. Use business technology efficiently and effectively to complete work tasks 2.5. Communicate progress of task to supervisor or colleagues as required
3. Review work performance	3.1. Seek feedback on work performance from supervisors or colleagues 3.2. Monitor and adjust work according to feedback obtained through supervision and comparison with established team and organisational standards 3.3. Identify and plan opportunities for improvement in liaison with colleagues

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to use written and oral information about workplace requirements organising skills to arrange work priorities and arrangements problem-solving skills to solve routine problems technology skills to select and use technology appropriate for a task.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies, plans and procedures.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: organising and completing own work activities seeking and acting on feedback from clients, colleagues and supervisors using available business technology appropriate to the task, under direct instruction
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of work plans, policies and procedures.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques review of documentation planning and prioritising workload evaluation of time line required to complete tasks review of documentation planning opportunities for improvement.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: administration units.

Range Statement

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.
Appropriate persons may include:	colleagues other staff members supervisors, mentors or trainers
Organisational requirements may include:	access and equity principles and practice anti-discrimination and related policy business and performance plans ethical standards goals, objectives, plans, systems and processes legal and organisation policies, guidelines and requirements OHS policies, procedures and programs quality and continuous improvement processes and standards
Colleagues may include:	coach/mentor other members of the organisation peers/work colleagues/team supervisor or manager
Factors affecting work requirements may include:	changes to procedures or new procedures competing work demands environmental factors such as time, weather other work demands resource issues technology/equipment breakdowns
Business technology may include:	computer applications computers electronic diaries facsimile machines photocopiers printers scanners
Feedback on performance may include:	formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery
Standards may include:	Australian Standards legal and organisation policies, guidelines and requirements legislation organisational policies and procedures specified work standards standards set by work group
Opportunities for improvement may include:	coaching, mentoring and/or supervision internal/external training provision personal study recognition of current competence (RCC)/skills recognition/initial assessment workplace skills assessment

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWOR203A Work effectively with others

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to work in a group environment promoting team commitment and cooperation, supporting team members and dealing effectively with issues, problems and conflict. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who perform a range of routine tasks using a limited range of practical skills and fundamental knowledge of teamwork in a defined context under direct supervision or with limited individual responsibility.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Develop effective workplace relationships	1.1. Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships 1.2. Take time and resource constraints into account in fulfilling work requirements of self and others 1.3. Encourage, acknowledge and act upon constructive feedback provided by others in the workgroup
2. Contribute to workgroup activities	2.1. Provide support to team members to ensure workgroup goals are met 2.2. Contribute constructively to workgroup goals and tasks according to organisational requirements 2.3. Share information relevant to work with workgroup to ensure designated goals are met 2.4. Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup
3. Deal effectively with issues, problems and conflict	3.1. Respect differences in personal values and beliefs and their importance in the development of relationships 3.2. Identify any linguistic and cultural differences in communication styles and respond appropriately 3.3. Identify issues, problems and conflict encountered in the workplace 3.4. Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read and understand the organisation's policies and work procedures, to write simple instructions for particular routine tasks and to interpret information gained from correspondence communication skills to request advice, to receive feedback and to work with a team technology skills to select and use technology appropriate to a task culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies, plans and procedures workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: providing support to team members to ensure goals are met seeking feedback from clients and/or colleagues and taking appropriate action knowledge of appropriate conflict resolution techniques.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of customer complaints or staff conflict.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of demonstrated techniques in resolving conflict observation of presentations review of documentation identifying and planning strategies/opportunities for workgroup improvement.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: interpersonal communication units other industry capability units.

Range Statement

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.
Responsibilities and duties may include:	Code of Conduct job description and employment arrangements organisation's policy relevant to work role skills, training and competencies supervision and accountability requirements including OHS team structures
Workgroup members may include:	coach/mentor other members of the organisation peers/work colleagues/team/enterprise supervisor or manager
Feedback on performance may include:	formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery
Support to team members may include:	explaining/clarifying helping colleagues problem-solving providing encouragement providing feedback to a team member undertaking extra tasks if necessary
Information to be shared may include:	acknowledging satisfactory performance acknowledging unsatisfactory performance assisting a colleague clarifying the organisation's preferred task completion methods encouraging colleagues open communication channels workplace hazards, risks and controls
Strategies/opportunities for improvement may include:	career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study recognition of current competence (RCC)/skills recognition/initial assessment work experience/exchange/opportunities workplace skills assessment

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWOR302A Work effectively as an off site worker

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to negotiate and perform self managed, self directed work as an off site worker performing agreed duties at an alternative site during some or all of scheduled work hours. It is a flexible employment option that meets all legal and regulatory employment requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are skilled operators and apply a broad range of competencies in various off site contexts. Most commonly this will apply to people working from home or other location away from a central office or organisation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Negotiate off site working arrangements	1.1. Identify and include legal and ethical issues relating to off-site work in working arrangements 1.2. Identify and include worker rights and responsibilities and those of supervisor/s and the organisation, in off-site working arrangements 1.3. Agree and document off-site work employment conditions and agreement in accordance with legal requirements 1.4. Confirm equipment and technology requirements for off-site work, and agree and document supply and maintenance arrangements in accordance with legal and organisational requirements 1.5. Confirm supervisory and performance management arrangements and agree to requirements for any on-site work, meetings or other in accordance with off-site work policy and practices
2. Organise off site work environment	2.1. Identify requirements for a safe, effective off-site work environment in consultation with management 2.2. Obtain equipment and technology for off-site work environment in accordance with work agreement 2.3. Arrange off-site work environment in accordance with occupational health and safety (OHS) requirements and work agreement
3. Plan off-site work schedules	3.1. Establish work objectives and priorities in consultation with management 3.2. Analyse and incorporate work requirements into personal work schedules 3.3. Identify factors affecting the achievement of work objectives and address contingencies in work schedules
4. Complete off-site work	4.1. Complete or revise work schedules in accordance with organisational requirements 4.2. Schedule and attend on-site work, meetings or events in accordance with organisational requirements 4.3. Seek assistance regarding breakdowns in work arrangements, equipment or technology and adjust work schedules in accordance with organisational requirements 4.4. Ensure work practices meet OHS requirements and the terms of the work agreement
5. Monitor and improve off-site work performance	5.1. Monitor personal performance against work requirements and schedules and identify any areas for improvement 5.2. Obtain feedback from colleagues and clients and analyse in the context of personal and organisational objectives 5.3. Evaluate off-site work processes and systems for their usefulness in assisting work outcomes and make recommendations for improvement in accordance with organisational requirements 5.4. Negotiate changes to off-site work practices and implement in accordance with organisational requirements and work agreement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to read and understand the organisation's procedures, own work goals and objectives planning skills to organise work priorities and arrangements problem-solving skills to solve routine problems communication skills to negotiate e-work agreement numeracy skills to negotiate salary self-management skills to maintain motivation and to seek assistance technology skills to select appropriate equipment.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws OHS ethical and security issues relating to off-site e-work organisational policy and procedures roles and responsibilities of off-site worker, supervisor/s and the organisation barriers to successful off-site working.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: implementing off-site working arrangements knowledge of ethical and security issues relating to off-site e-work.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of off-site working arrangements.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of roles and responsibilities of off-site worker review of evaluation of off-site work processes and systems for their usefulness in assisting work outcomes and recommendations made for improvement.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other workplace effectiveness units.

Range Statement

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.
Legal and ethical issues relating to off-site work may include:	business contents insurance against damage and theft public liability taxation law workers compensation for work related injury/accident
Employment conditions and agreement may include:	core office hours at given site/s so customers and staff know where to contact you employer reimbursement and/or maintenance of employee's equipment ensuring confidentiality of all work ensuring protection of intellectual property formal written e-work agreement obeying software licensing laws OHS overtime arrangements performance management/appraisal performance monitoring protecting employer's records reasonable notice of supervisor visits to the e-worker's work site right to inspect e-worker's work site right to terminate e-work agreement salary and benefits security of information taxation use of employee's own equipment use of employer's equipment
Equipment and technology requirements for off-site work may include:	access to business computer/network consumables e-worker's own equipment and software network interface equipment powerful computers, high speed modems, technical help line remote access hardware remote access software technical support in case of hardware failure using equipment, computer, software and data supplied by the business (company assets)
Supervisory and performance management arrangements may include:	assessing progress early identification and handling of problems flexibility in supervisory practices focus on quality of work rather than time spent goal setting including e-staff in office meetings, both official and social management based on outcomes regular feedback remote-site visits telephone supervision
Safe, effective off-site work environment may include:	accommodation for separate phone line/s if necessary for open data link, facsimile etc. adequate lighting ample electrical outlets arrangements for family commitments dedicated room or quiet area ergonomically appropriate desks and chairs safe deployment of electrical cords to avoid tripping, falling

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWOR401A Establish effective workplace relationships

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to collect, analyse and communicate information and to use that information to develop and maintain effective working relationships and networks, with particular regard to communication and representation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers play an important role in developing and maintaining positive relationships in internal and external environments so that customers, suppliers and the organisation achieve planned outputs and outcomes. They play a prominent part in motivating, mentoring, coaching and developing team cohesion through providing leadership for the team and forming the bridge between the management of the organisation and team members. At this level, work will normally be carried out within routine and non routine methods and procedures, which require planning and evaluation, and leadership and guidance of others.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Collect, analyse and communicate information and ideas	1.1. Collect relevant information from appropriate sources and analyse and share with the work team to improve work performance 1.2. Communicate ideas and information in a manner which is appropriate and sensitive to the cultural and social diversity of the audience and any specific needs 1.3. Implement consultation processes to encourage employees to contribute to issues related to their work, and promptly relay feedback to the work team in regard to outcomes 1.4. Seek and value contributions from internal and external sources in developing and refining new ideas and approaches 1.5. Implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel as required
2. Develop trust and confidence	2.1. Treat all internal and external contacts with integrity, respect and empathy 2.2. Use the organisation's social, ethical and business standards to develop and maintain effective relationships 2.3. Gain and maintain the trust and confidence of colleagues, customers and suppliers through competent performance 2.4. Adjust interpersonal styles and methods to meet organisation's social and cultural environment 2.5. Encourage other members of the work team to follow examples set, according to organisation's policies and procedures
3. Develop and maintain networks and relationships	3.1. Use networks to identify and build relationships 3.2. Use networks and other work relationships to provide identifiable benefits for the team and organisation
4. Manage difficulties into positive outcomes	4.1. Identify and analyse difficulties, and take action to rectify the situation within the requirements of the organisation and relevant legislation 4.2. Guide and support colleagues to resolve work difficulties 4.3. Regularly review and improve workplace outcomes in consultation with relevant personnel 4.4. Manage poor work performance within the organisation's processes 4.5. Manage conflict constructively within the organisation's processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
coaching and mentoring skills to provide support to colleagues literacy skills to research, analyse, interpret and report information relationship management and communication skills to: deal with people openly and fairly forge effective relationships with internal and/or external people, and to develop and maintain these networks gain the trust and confidence of colleagues respond to unexpected demands from a range of people use supportive and consultative processes effectively.
Required knowledge
relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS), and environmental issues, equal opportunity, industrial relations and anti-discrimination theory associated with managing work relationships to achieve planned outcomes: developing trust and confidence maintaining consistent behaviour in work relationships understanding the cultural and social environment identifying and assessing interpersonal styles establishing, building and maintaining networks identifying and resolving problems resolving conflict managing poor work performance monitoring, analysing and introducing ways to improve work relationships.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: range of methods and techniques for communicating information and ideas to a range of stakeholders range of methods and techniques for developing positive work relationships that build trust and confidence in the team accessing and analysing information to achieve planned outcomes techniques for resolving problems and conflicts and dealing with poor performance knowledge of the theory associated with managing work relationships to achieve planned outcomes.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: demonstration of techniques in managing poor performance and communicating effectively direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays observation of presentations oral or written questioning to assess knowledge of relevant legislation review of consultation processesimplemented to encourage employees to contribute to issues related to their work review of documentation outlining reviewing ofworkplace outcomes.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Frontline Management.

Range Statement

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.
Information may include:	data appropriate to work roles and organisational policies that is shared and retrieved in writing or verbally, electronically or manually such as: archived, filed and historical background data individual and team performance data marketing and customer related data planning and organisational documents including the outcomes of continuous improvement and quality assurance policies and procedures
Consultation processes may include:	feedback to the work team and relevant personnel in relation to outcomes of the consultation process opportunities for all employees to contribute to ideas and information about organisational issues
Processes to ensure that issues raised are resolved promptly or referred may include:	conducting informal meetings coordinating surveys or questionnaires distributing newsletters or reports exchanging informal dialogue with relevant personnel participating in planned organisational activities
Relevant personnel may include:	managers OHS committee and other people with specialist responsibilities other employees supervisors union representatives/groups
Organisation's social, ethical and business standards may refer to:	implied standards such as honesty and respect relative to the organisational culture and generally accepted within the wider community rewards and recognition for high performing staff standards expressed in legislation and regulations such as anti-discrimination legislation written standards such as those expressed in: code of workplace conduct/behaviour dress code policies statement of workplace values vision and mission statements
Colleagues, customers and suppliers may include:	both internal and external contacts employees at the same level and more senior managers people from a wide variety of social, cultural and ethnic backgrounds team members
Organisation's policies and procedures may refer to:	Materials Safety Data Sheets organisational tasks and activities undertaken to meet performance outcomes sets of accepted actions approved by the organisation Standard Operating Procedures
Networks may be:	established structures or unstructured arrangements and may include business or professional associations informal or formal and with individuals or groups internal and/or external
Workplace outcomes may include:	OHS processes and procedures performance of the work team
Poor work performance may refer to:	individual team members organisation as a whole self whole work team

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWOR402A Promote team effectiveness

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers have an important leadership role in the development of efficient and effective work teams. They play a prominent part in team planning, supervising the performance of the team and developing team cohesion. They provide leadership for the team and bridge the gap between the management of the organisation and the team members. As such they must 'manage up' as well as manage their team/s.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan to achieve team outcomes	1.1. Identify, establish and document team purpose, roles, responsibilities, goals, plans and objectives in consultation with team members 1.2. Support team members in meeting expected outcomes
2. Develop team cohesion	2.1. Provide opportunities for input of team members into planning, decision making and operational aspects of work team 2.2. Encourage and support team members to take responsibility for own work and to assist each other in undertaking required roles and responsibilities 2.3. Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 2.4. Recognise and address issues, concerns and problems identified by team members or refer to relevant persons as required
3. Participate in and facilitate work team	3.1. Actively encourage team members to participate in and take responsibility for team activities and communication processes 3.2. Give the team support to identify and resolve problems which impede its performance 3.3. Ensure own contribution to work team serves as a role model for others and enhances the organisation's image within the work team, the organisation and with clients/customers
4. Liaise with management	4.1. Maintain open communication with line manager/management at all times 4.2. Communicate information from line manager/management to the team 4.3. Communicate unresolved issues, concerns and problems raised by the team/team members to line manager/management and ensure follow-up action is taken 4.4. Communicate unresolved issues, concerns and problems related to the team/team members raised by line managers/management to the team and ensure follow-up to action is taken

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: boost team morale deal with team conflict deliver messages from management facilitate discussion mentor and coach leadership skills planning and organising skills.
Required knowledge
organisational goals, objectives and plans organisational policy and procedures framework organisational structure, including organisational chart principles and techniques associated with: delegation and work allocation goal setting group dynamics and processes individual behaviour and difference leadership motivation negotiation planning.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: teamwork plan with details of how it was generated and how it will be monitored so that team goals can be met techniques in communicating information, dealing with team conflict and resolving issues knowledge of organisational goals, objectives and plans.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in working with team dynamics observation of performance in role plays oral or written questioning to assess knowledge of principles and techniques associated with group dynamics and processes evaluation of opportunities provided for input of team members into planning, decision making and operational aspects of work team review of feedback provided to team members review of teamwork plan.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Frontline Management.

Range Statement

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.
Team purpose, roles, responsibilities, goals, plans and objectives may include:	action plans, business plans and operational plans linked to strategic plans expected outcomes and outputs goals for individuals and the work team individual and team performance plans and key performance indicators occupational health and safety (OHS) responsibilities
Consultation may include:	attending meetings, interviews, brainstorming sessions using email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual effectiveness using mechanisms to provide feedback to the work team in relation to consultation outcomes
Responsibility for own work may involve:	individual and joint actions individuals and teams
Feedback may refer to:	formal/informal gatherings between team members where there is communication on work related matters informal communication of ideas and thoughts on specific tasks, outcomes, decisions, issues or behaviours
Relevant persons may include:	colleagues direct superior or other management representatives OHS committees and other people with specialist responsibilities
Communication may include:	face-to-face formal/informal interaction verbal, written or electronic communication
Line manager/management may refer to:	direct superior or other management representatives

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBWOR502A Ensure team effectiveness

Modification History

Not Applicable

Unit Descriptor

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.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

This unit applies to managers and addresses the need for managers to facilitate work teams and to build a positive culture within work teams. The unit takes a systematic and planned approach to developing teams. It includes the soft skills as well as more structured approaches to the management of teams.

At this level, work will normally be carried out within complex and diverse methods and procedures which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Establish team performance plan	1.1. Consult team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives 1.2. Develop performance plans to establish expected outcomes, outputs, key performance indicators and goals for work team 1.3. Support team members in meeting expected performance outcomes
2. Develop and facilitate team cohesion	2.1. Develop strategies to ensure team members have input into planning, decision making and operational aspects of work team 2.2. Develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities 2.3. Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 2.4. Develop processes to ensure that issues, concerns and problems identified by team members are recognised and addressed
3. Facilitate teamwork	3.1. Encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes 3.2. Support the team in identifying and resolving work performance problems 3.3. Ensure own contribution to work team serves as a role model for others and enhances the organisation's image for all stakeholders
4. Liaise with stakeholders	4.1. Establish and maintain open communication processes with all stakeholders 4.2. Communicate information from line manager/management to the team 4.3. Communicate unresolved issues, concerns and problems raised by team members and follow-up with line manager/management and other relevant stakeholders 4.4. Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
training skills to mentor and coach team members communication skills to explain team goals, to address team conflict and to build an environment of trust planning and organisational skills to keep team on track and focussed on work outcomes.
Required knowledge
group behaviour models for conflict resolution.

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: range of techniques that can be used to build work teams, strengthen communications in the team and resolve conflict methods for engaging with stakeholders and obtaining advice from outside the work team, to ensure team is focussed and on track knowledge of group behaviour.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios assessment of written reports demonstration of team building techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays review of performance plans developed for work team review of policies and procedures developed to ensure team members take responsibility for own work.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

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.
Consultation may refer to:	conducting meetings, interviews, brainstorming sessions, email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual performance plans mechanisms used to provide feedback to the work team in relation to outcomes of consultation
Accountabilities may refer to:	responsibilities as defined in position descriptions, codes of conduct/behaviour, duty statements or similar statement of conduct outlining responsibilities/actions/performance
Performance plans may refer to:	individual performance plans linked to team goals team plans based on work assignments and responsibilities
Outcomes, outputs, key performance indicators may refer to agreed:	changes in work roles and responsibilities improved individual and team, performance and participation improvements to systems, operations measures for monitoring and evaluating the efficiency or effectiveness of systems or services quality standards and expectations targets for productivity improvements such as reduced downtime, higher production levels, decreases in absenteeism targets for training and development
Strategies may refer to:	clarification of roles and expectations electronic communication devices and processes, such as intranet and email communication systems, to facilitate input long-term or short-term plans factoring in opportunities for team input mentoring and 'buddy' systems to support team members in providing input newsletters and briefings training and development activities
Policies and procedures may refer to:	organisational guidelines and systems that govern operational functions procedures that detail the activities that must be carried out for the completion of actions and tasks Standard Operating Procedures
Processes may refer to:	brainstorming options with the team for addressing concerns creating a matrix of issues and concerns and distributing for comment discussions with individuals regarding their concerns distributing drafts for comment with a range of options for resolution of concerns training and development sessions
Stakeholders may include:	Board members business or government contacts funding bodies union/employee groups and representatives work team
Line manager/management may refer to:	chief executive officer direct superior other management representatives

Unit Sector(s)

Management and Leadership - Management

BSBWRT401A Write complex documents

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan documents, draft text, prepare final text and produce documents of some complexity. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who work in a range of business environments and are skilled in the creation of reports, information and general promotion documents that are more complex than basic correspondence, memos or forms and that require review and analysis of a range of information sources.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan documents	1.1. Determine the purposes of documents 1.2. Choose appropriate formats for documents 1.3. Establish means of communication 1.4. Determine requirements of documents 1.5. Determine categories and logical sequences of data, information and knowledge to achieve document objectives 1.6. Develop overview of structure and content of documents
2. Draft text	2.1. Review and organise available data, information and knowledge according to proposed structure and content 2.2. Ensure data, information and knowledge is aggregated, interpreted and summarised to prepare text that satisfies document purposes and objectives 2.3. Include graphics as appropriate 2.4. Identify gaps in required data and information, and collect additional material from relevant enterprise personnel 2.5. Draft text according to document requirements and genre 2.6. Use language appropriate to the audience
3. Prepare final text	3.1. Review draft text to ensure document objectives are achieved and requirements are met 3.2. Check grammar, spelling and style for accuracy and punctuation 3.3. Ensure draft text is approved by relevant enterprise personnel 3.4. Process text amendments as required
4. Produce document	4.1. Choose basic design elements for documents appropriate to audience and purpose 4.2. Use word processing software to apply basic design elements to text 4.3. Check documents to ensure all requirements are met

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify requirements of documents literacy skills to edit and proofread documents; to create documents with a complex, organised structure of linked paragraphs which use simple and complex syntactic structure numeracy skills to collate and present data, graphs and annotated references problem-solving skills to use processes flexibly and interchangeably.
Required knowledge
enterprise style guide/house style formatting styles and their impact on formatting, readability and appearance of documents organisational requirements for ergonomics, work periods and breaks, and resource conservation techniques rules and conventions for written English, as defined by general and specialist dictionaries and books about grammar.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: production of documents editing draft text to ensure accuracy and clarity of information knowledge of enterprise style guide/house style.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of documents and style guides.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of structure and content of documents review of draft documents review of final documents demonstration of techniques oral or written questioning to assess knowledge of word processing software functions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBITU401A Design and develop complex text documents.

Range Statement

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.
Purposes of documents may include:	conveying research findings documenting policies, procedures and processes influencing attitudes, opinions, beliefs meeting legal requirements meeting other data, information or knowledge needs of an audience proposing recommendations, options and actions
Appropriate formats for documents may include:	detailed business letters emails instructions and procedures manuals publications, leaflets, brochures reports speeches and presentations submissions tender documentation and public notices website text
Means of communication may include:	software packages such as MS Word, MS Excel, MS PageMaker, MS PowerPoint and templates
Requirements of documents may include:	compliance with genre compliance with proformas, standardised reporting requirements or undertakings made by the organisation about reporting file types and sizes for online documents languages other than English requirements legal or traditional requirements for the particular document format organisational policy, procedures and guidelines applying to writing documents, including house style point numbering systems requirements for illustrations, photographs, graphs, charts, maps and other illustrative material to explain texts standards for references, footnotes, citations, acknowledgements time lines, including deadlines word length writing styles, including simplicity of English and use of technical language
Categories and logical sequences of data, information and knowledge may include:	arguments and rebuttals categories and sequences traditionally used for the particular type of document being prepared chronological, alphabetical or operating sequences facts, observations, conclusions and recommendations illustrative case studies and other examples linking and summary statements recommendations and supporting arguments
Relevant enterprise personnel may include:	colleagues/staff in own workÂ section/ teamÂ members consultative committees internal providers of specialist expertise managers/leaders/coordinators/supervisors owners staff in relevant work sections
Design elements may include:	capitals and underlining fonts headings illustrations, photographs and other illustrative material for design purposes justification and alignment lists and tables logos, branding, organisational identity requirements margins and paragraph indentation page shape page size templates use and amount of colour use and amount of white space

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Writing

Co-requisite units

Co-requisite units

BSBWRT501A Write persuasive copy

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to interpret a creative brief and evaluate a range of creative options to write persuasive copy. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who are responsible for writing persuasive copy to communicate messages in a wide range of contexts. These contexts may include television, radio, other advertising media, public relations or marketing. The unit is generally undertaken by those working in a supervisory, management or freelancing role who are primarily responsible for the development of persuasive copy. They may develop the copy individually or coordinate a team of writers.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Analyse and interpret a creative brief	1.1. Analyse and confirm the technique/s for expressing the central idea or creative concept 1.2. Identify and check the content and supporting information for accuracy and completeness 1.3. Confirm the time schedule and budgetary requirements for creating copy 1.4. Identify legal and ethical constraints impacting on copy to be developed
2. Evaluate creative options	2.1. Evaluate design and copy options against the requirements of the creative brief 2.2. Select option/s which enable the required information and image to be communicated within time and budgetary requirements
3. Prepare persuasive copy	3.1. Create original copy with impact which sets the product, service or idea being communicated apart from the competition and competitor's promotional material 3.2. Create copy which communicates the required image, features/benefits of the product, service or idea 3.3. Create copy which meets the requirements of the creative brief in terms of information, format, language, writing style, and level of detail 3.4. Produce copy on time and within budget 3.5. Produce copy which complies with legal and ethical requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to question, clarify and monitor the effectiveness of message being delivered creativity and innovation skills to present ideas and information in an engaging manner literacy skills to write high quality, persuasive copy and to communicate complex ideas and processes efficiently and effectively literacy skills to write in a range of styles for different audiences research and data collection skills to identify company and product information.
Required knowledge
components of the creative brief legal and ethical requirements relating to the advertising industry identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer protection laws copyright legislation ethical principles fair trading laws privacy laws Trades Practices Act organisational and advertising budget constraints organisational policies, procedures, products and services persuasive writing techniques grammar and punctuation.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: demonstration of effectively interpreting a creative brief to write original, innovative and persuasive copy that communicates key messages for at least one product/service or idea, on time and on budget reasons for choosing specific design and copy options.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace environment access to office equipment and resources access to creative briefs.
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: analysis of responses to case studies and scenarios demonstration of techniques to write persuasive copy direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of relevant legislation from all levels of government, codes of practice and national standards that impact on business operations review of copy created.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBADV509A Create mass print media advertisements BSBADV510A Create mass electronic media advertisements.

Range Statement

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.
Central ideas may include:	a combination of visual (illustration) and verbal (text and headline) messages the verbal or visual device used to present the content to the reader, listener or viewer of the advertisement, such as: analogy and association case histories celebrities continuing characters demonstrations exaggerated situations fantasy photographic tricks or special effects product uses recipes slice-of-life situations testimonials
Content may include:	the information to be communicated to the audience brand or image factors, such as: competitive advantages features of the product/service where the product may be obtained price colour
Supporting information may include:	evidence to support the claimed benefit purchasing information reassurances for existing users requirement to specify the target audience
Copy may include:	the words used in broadcast advertising such as: instructions and descriptions jingles message content production and technical information program promos slogans sound sources and effects sponsorship announcements the words used in print advertising such as: body copy captions display copy headlines instructions and descriptions message content overlines production and technical information subheads taglines underlines
Legal and ethical constraints may include:	codes of practice such as those issued by: Advertising Federation of Australia Australian Communications and Media Authority Australian Competition and Consumer Commission Australian Performing Right Association Commercial Radio Australia Free TV Australia contempt of court and parliament copyright cultural expectations and influences defamation discrimination ethical principles obscenity policies and guidelines privacy and other legislation racial vilification regulations social responsibilities such as protection of children, environmental issues societal expectations

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Writing

Co-requisite units

Co-requisite units

CHCORG25B Recruit and co-ordinate volunteers

Modification History

Not applicable.

Unit Descriptor

This unit deals with developing and supporting volunteer workers in an agency.

This unit deals with developing and supporting volunteer workers in an agency

Application of the Unit

Not applicable.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

Not applicable.

Elements and Performance Criteria Pre-Content

Not applicable.

Elements and Performance Criteria

Elements and Performance Criteria
Element	Performance Criteria
1	1. Develop effective leadership role	1.1	The role, responsibilities and parameters for exercising influence are identified and negotiated with key people in the organisation and community to ensure support
1.2	Authority and accountability are established according to organisation's guidelines and community requirements
1.3	Factors which will have an impact on leadership style and role are assessed and addressed in the development of individual and organisational practice
1.4	Processes for support of volunteers are identified.
2	Provide direction	2.1	Consultation structures are developed and maintained to provide support for coordinated planning and decision making
2.2	Strategic alliances with key people are developed and maintained to maximise personal and organisational effectiveness
2.3	Effective communication and interpersonal skills are routinely modeled and promoted
2.4	Appropriate continuous improvement processes are implemented to ensure ongoing effectiveness of work
2.5	Where necessary, a waiting list of appropriate applicants is maintained.
2.6	An on-going recruitment program is implemented as required.
3	Promote community work and maintain quality performance	3.1	The factors which influence the effectiveness of performance are researched and analysed
3.2	Strategies for promoting the effectiveness of community work are developed and implemented
3.3	Strategies for developing and maintaining quality performance are researched and established
3.4	Performance standards and requirements are developed, negotiated, promoted and used to guide organisational and personal work delivery
3.5	Implementation of changes in practices, policies and procedures is negotiated and promoted to gain support
4	Identify the need and roles for volunteers in the organisation	4.1	Potential roles for volunteers are identified
4.2	Roles are discussed and agreed upon by management
4.3	Role descriptions are developed
4.4	Processes for support of volunteers are identified
5	Recruit volunteers	5.1	Volunteers are sought through advertising in relevant media and community networks
5.2	Interviews with potential volunteers are arranged and completed
5.3	Selections are made and management advised
5.4	Successful volunteers are advised of their selection
5.5	Where necessary, a waiting list of appropriate applicants is maintained
5.6	An on-going recruitment program is implemented as required
6	Orientate volunteers to organisation	6.1	Volunteers are provided with an orientation to the organisation
6.2	Training for specific role is provided in a manner appropriate to the needs and resources of the organisation
7	On-going support of volunteers is provided	7.1	Regular meetings of volunteers are established
7.2	A review of roles and performance is regularly undertaken
7.3	Individual support and debriefing is provided when necessary

Required Skills and Knowledge

Not applicable.

Evidence Guide

Critical aspects of assessment:

Volunteer recruitment and coordination meets both the needs of the organisation and support requirements for volunteer roles.

Essential knowledge:

The impact of cultural or community attitudes on appropriate roles, relationships and approaches of the volunteer worker

The implications of differences in attitudes and values in working in the agency

Relevant legislation and public policies relating to the employment of unpaid workers

Essential skills:

Coordination of people, processes and information

Provision of support to a diverse range of people

Conflict resolution/negotiation and mediation

Cross cultural communication and negotiation

Verbal and written communication

Resource implications:

Access to appropriate workplace or community where assessment can take place, or

Simulation of realistic workplace or community setting for assessment

Consistency in performance:

Consistency in performance should consider the volunteer recruitment and co-ordination requirements of the workplace.

Context for assessment:

This unit can be assessed in the community or in a simulation which relates closely to the experience of the workplace and the community.

Critical aspects of assessment:

Volunteer recruitment and coordination meets both the needs of the organisation and support requirements for volunteer roles.

Essential knowledge:

The impact of cultural or community attitudes on appropriate roles, relationships and approaches of the volunteer worker

The implications of differences in attitudes and values in working in the agency

Relevant legislation and public policies relating to the employment of unpaid workers

Essential skills:

Coordination of people, processes and information

Provision of support to a diverse range of people

Conflict resolution/negotiation and mediation

Cross cultural communication and negotiation

Verbal and written communication

Resource implications:

Access to appropriate workplace or community where assessment can take place, or

Simulation of realistic workplace or community setting for assessment

Consistency in performance:

Consistency in performance should consider the volunteer recruitment and co-ordination requirements of the workplace.

Context for assessment:

This unit can be assessed in the community or in a simulation which relates closely to the experience of the workplace and the community.

Range Statement

Volunteers may include:

Unpaid workers who are in paid employment elsewhere

Unpaid workers who are not in paid employment

Roles of volunteers may include:

Agency management

Direct service including reception, telephone advice lines, service user support

Volunteers may include:

Unpaid workers who are in paid employment elsewhere

Unpaid workers who are not in paid employment

Roles of volunteers may include:

Agency management

Direct service including reception, telephone advice lines, service user support

Unit Sector(s)

Not applicable.

Modification History

Not Available

INTRODUCTION

Unit descriptor	This unit of competency specifies the outcomes required to safely manually handle, store and apply environmental management principles associated with carpentry materials and components. It includes preparing material for mechanical handling.
Employability skills	This unit contains employability skills.
Prerequisite units
Co-requisite units
Application of the unit	This unit of competency supports achievement of skills to identify commonly used carpentry materials and handle, store and move them safely and efficiently without damage, which includes working with others and as a member of a team.
Functional Area
Unit Sector	Construction

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.
Plan and prepare	Work instructions and operational details are obtained, confirmed and applied from relevant information for planning and preparation purposes Safety (OHS) requirements are followed in accordance with safety plans and policies. Signage and barricade requirements are identified and implemented. Tools and equipment selected to carry out tasks are consistent with job requirements, checked for serviceability, and any faults are rectified or reported prior to commencement. Material quantity requirements are calculated in accordance with plans, specifications and quality requirements . Materials appropriate to the work application are identified, obtained, prepared, safely handled and located ready for use. Environmental requirements are identified for the project in accordance with environmental plans and statutory and regulatory authority obligations, and are applied.
Manually handle, sort and stack carpentry materials and components	Carpentry materials for handling are moved to specified location, applying safe manual handling techniques. Carpentry materials and components are sorted to suit material type and size, stacked for ease of identification and retrieval and for task sequence and job location in accordance with job specifications. Carpentry materials and components are protected against physical and water damage and stored clear of access ways, and for ease of identification, retrieval and distribution.
Prepare for mechanical handling of materials	Carpentry materials and components are stacked/banded for mechanical handling in accordance with the type of materialand plant or equipment to be used. Carpentry materials and components are loaded, unloaded, moved or located at specified location.
Clean up	Work area is cleared and materials disposed of, reused or recycled in accordance with legislation, regulations, codes of practice and job specification. Hazardous materials are identified for separate handling. Non-toxic materials are removed using correct procedures. Dust suppression procedures are used to minimise health risk to work personnel and others. Tools and equipment are cleaned, checked, maintained and stored in accordance with manufacturer recommendations and standard work practices.

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit.

Required skills	Required skills for this unit are: communication skills to: numeracy skills to apply measurements and make calculations organisational skills, including the ability to plan and set out work teamwork skills to work with others to action tasks and relate to people from a range of cultural and ethnic backgrounds and with varying physical and mental abilities technological skills to: determine requirements enable clear and direct communication, using questioning to identify and confirm requirements, share information, listen and understand follow instructions read and interpret: report faults use language and concepts appropriate to cultural differences use and interpret non-verbal communication, such as hand signals documentation from a variety of sources plans, specifications and drawings use a range of mobile technology, such as two-way radio and mobile phones voice and hand signals to access and understand site-specific instructions
Required knowledge	Required knowledge for this unit is: asbestos characteristics and reporting requirements carpentry material handling techniques construction terminology hazardous materials found in construction work sites job safety analysis (JSA) and safe work method statements material safety data sheets (MSDS) material sizes materials storage and environmentally friendly waste management plans, specifications and drawings processes for the calculation of material requirements quality requirements and types of carpentry materials types, characteristics, uses and limitations of tools and equipment workplace and equipment safety requirements.

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.

Information includes:	diagrams or sketches instructions issued by authorised organisational or external personnel manufacturer specifications and instructions where specified memos MSDS organisation work specifications and requirements plans and specifications regulatory and legislative requirements pertaining to handling carpentry materials relevant Australian standards safe work procedures related to handling carpentry materials signage verbal or written and graphical instructions work bulletins work schedules.
Planning and preparation include:	work site inspection equipment defect identification assessment of conditions and hazards determination of work requirements.
Safety (OHS) is to be in accordance with legislation, regulations, codes of practice, organisational safety policies and procedures, and project safety plan and may include:	emergency procedures, including extinguishing fires, organisational first aid requirements and evacuation handling of materials hazard control hazardous materials and substances safe operating procedures, including the conduct of operational risk assessment and treatments associated with: organisational first aid personal protective clothing and equipment prescribed under legislation, regulations and workplace policies and practices use of firefighting equipment use of tools and equipment workplace environment and safety. earth leakage boxes lighting personnel power cables, including overhead service trays, cables and conduits restricted access barriers surrounding structures traffic control trip hazards work site visitors and the public working at heights working in confined spaces working with dangerous materials
Tools and equipment include:	banders hammers pallets pinch bars tin snips wheelbarrows.
Quality requirements include relevant regulations, including:	Australian standards internal company quality policy and standards manufacturer specifications, where specified workplace operations and procedures.
Materials include:	bricks and concrete masonry units concrete components glass insulation joinery units metal sheeting paints and sealants plaster or fibre cement sheeting reconstituted timber products reinforcement materials scaffolding components structural steel sections and components timber
Environmental requirements include:	clean-up protection noise and dust waste management.
Statutory and regulatory authorities include:	federal, state and local authorities administering applicable Acts, regulations and codes of practice.
Handling includes:	handling activities may require assistance of others where size or weight is a factor manual handling, which includes using pallets, carrying materials using correct lifting techniques and control of waste preparing for mechanical handling, which includes forklifts, pallet jacks and trucks procedures such as MSDS, calculating quantities, and stacking and storing of materials.
Protected includes:	correct handling and stacking techniques without damaging the material protecting with covers.
Hazardous materials include:	coatings glues inflammable materials solvents.
Non-toxic materials include:	general carpentry materials with appropriate labelling.
Dust suppression includes:	keeping dust in the air to a minimum.

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	This unit of competency could be assessed in the workplace or a close simulation of the workplace environment, provided that simulated or project-based assessment techniques fully replicate construction workplace conditions, materials, activities, responsibilities and procedures.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: locate, interpret and apply relevant information, standards and specifications comply with site safety plan and OHS legislation, regulations and codes of practice applicable to workplace operations comply with organisational policies and procedures, including quality requirements safely and effectively use tools and equipment communicate and work effectively and safely with others safely handle, sort and stack varying lengths of timber, providing quick access and use safely move and stack a given quantity of sheet material safely handle carpentry components for one carpentry project.
Context of and specific resources for assessment	This competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints. Assessment of essential underpinning knowledge will usually be conducted in an off-site context. Assessment is to comply with relevant regulatory or Australian standards' requirements. Resource implications for assessment include: an induction procedure and requirement realistic tasks or simulated tasks covering the mandatory task requirements relevant specifications and work instructions tools and equipment appropriate to applying safe work practices support materials appropriate to activity workplace instructions relating to safe work practices and addressing hazards and emergencies material safety data sheets research resources, including industry related systems information. Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Construction, Plumbing and Services Integrated Framework Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments. Validity and sufficiency of evidence requires that: competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice, with a decision on competency only taken at the point when the assessor has complete confidence in the person's demonstrated ability and applied knowledge all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. Supplementary evidence of competency may be obtained from relevant authenticated documentation from third parties, such as existing supervisors, team leaders or specialist training staff.

CPCCCM1005A Carry out measurements and calculations

Modification History

Not applicable.

Unit Descriptor

This unit of competency specifies the outcomes required to carry out measurements and perform simple calculations to determine task and material requirements for a job in a construction work environment.

This unit of competency specifies the outcomes required to carry out measurements and perform simple calculations to determine task and material requirements for a job in a construction work environment.

Application of the Unit

This unit of competency supports achievement of skills to take measurements and use these to calculate material qualities and calculations for related tasks commonly used and applied in construction work.

This unit of competency supports achievement of skills to take measurements and use these to calculate material qualities and calculations for related tasks commonly used and applied in construction work.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

CPCCOHS2001A	Apply OHS requirements, policies and procedures in the construction industry

Employability Skills Information

This unit contains employability skills.

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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 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

Elements and Performance Criteria
Element	Performance Criteria
1	Plan and prepare.	1.1	Work instructions are confirmed and applied using relevant information .
1.2	Safety (OHS) requirements are obtained from site safety plan, other regulatory specifications or legal obligations, and are applied.
1.3	Measuring and calculating equipment selected to carry out tasks is consistent with job requirements, is checked for serviceability, and any faults are rectified or reported.
2	Obtain measurements.	2.1	Method of obtaining the measurement is selected and applied.
2.2	Measurements are obtained using a rule or tape accurate to 1mm.
2.3	Measurements, including areas and volumes , are confirmed and recorded.
3	Perform calculations.	3.1	Appropriate calculation factors are determined and correct method is selected for achieving required result.
3.2	Material quantities for the project are correctly calculated using appropriate factors.
3.3	Results are confirmed and recorded.
4	Estimate approximate quantities.	4.1	Calculations for determining material requirements are taken.
4.2	Appropriate formulas for calculating quantities are selected.
4.3	Quantities are estimated from the calculations taken.
4.4	Material quantities for the project are calculated, confirmed and recorded within enterprise tolerances.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
Required skills for this unit are: communication skills to: identifying and accurately reporting to appropriate personnel any faults in tools, equipment or materials numeracy skills to apply measurements, calculations and geometry organisational skills, including the ability to plan and set out work teamwork skills to work with others to action tasks and relate to people from a range of cultural and ethnic backgrounds and with varying physical and mental abilities technological skills to: determine requirements enable clear and direct communication, using questioning to identify and confirm requirements, share information, listen and understand follow instructions read and interpret: report faults use language and concepts appropriate to cultural differences use and interpret non-verbal communication, such as hand signals written skills to record measurements, calculations and quantities documentation from a variety of sources drawings and specifications use a range of mobile technology, such as two-way radio and mobile phones voice and hand signals to access and understand site-specific instructions.
Required knowledge
Required knowledge for this unit is: basic calculators communication devices company procedures construction terminology job safety analysis (JSA) and safe work method statements measuring, calculating, geometry and determination of quantities processes for care of measuring equipment project quality requirements site and equipment safety (OHS) requirements tolerances.

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	This unit of competency could be assessed in the workplace or a close simulation of the workplace environment, provided that simulated or project-based assessment techniques fully replicate construction workplace conditions, materials, activities, responsibilities and procedures.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: locate, interpret and apply relevant information comply with site safety plan, OHS regulations and state and territory legislation applicable to workplace operations comply with organisational policies and procedures, including quality requirements safely and effectively use tools and equipment communicate and work effectively and safely with others complete measurements, calculations and determination of quantities for different projects of varying complexity in a range of contexts or occasions over time calculate each of the following using a realistic construction task or example: length perimeter circumference area volume number ratio percentage conversion of metres to millimetres and millimetres to metres measure using a rule or tape measure five separate tasks within 1mm accuracy.
Context of and specific resources for assessment	This competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints. Assessment of essential underpinning knowledge will usually be conducted in an off-site context. Assessment is to comply with relevant regulatory or Australian standards' requirements. Resource implications for assessment include: an induction procedure and requirement realistic tasks or simulated tasks covering the mandatory task requirements relevant specifications and work instructions tools and equipment appropriate to applying safe work practices support materials appropriate to activity workplace instructions relating to safe work practices and addressing hazards and emergencies material safety data sheets research resources, including industry related systems information. Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Construction, Plumbing and Services Integrated Framework Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments. Validity and sufficiency of evidence requires that: competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice, with a decision on competency only taken at the point when the assessor has complete confidence in the person's demonstrated ability and applied knowledge all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. Supplementary evidence of competency may be obtained from relevant authenticated documentation from third parties, such as existing supervisors, team leaders or specialist training staff.

Range Statement

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.
Information includes:	diagrams or sketches instructions issued by authorised organisational or external personnel manufacturer specifications and instructions maps material safety data sheets (MSDS) memos organisation's work specifications and requirements plans and specifications regulatory and legislative requirements relevant Australian standards safe work procedures or equivalent signage verbal or written and graphical instructions work bulletins work schedules.
Safety (OHS) is to be in accordance with state or territory legislation and regulations, organisational safety policies and procedures, and project safety plan and may include:	clothing and equipment handling of materials hazard control hazardous materials and substances organisational first aid use of firefighting equipment use of tools and equipment workplace environment and safety.
Equipment includes:	calculators and laser equipment rulers tape measures trundle wheels.
Measurements are to:	be in metric scale cover all necessary calculations.
Areas and volumes include:	calculating regular and irregular shapes, such as rectangles, squares, circles, triangles, trapeziums, cubes, cones, pyramids and cylinders that represent calculations taken in a construction environment.
Calculation factors :	include length, area, weight, height, width, depth, volume, mass, scales, ratios, perimeters, quantities, numbers, grade, percentages, addition, subtraction, multiplication and division are to be performed manually and with the aid of a calculator.
Material quantities are to be:	calculated in either packed, bulk, loose or compacted states converted to volumes in the other states.

Unit Sector(s)

Construction

Construction

Functional Area

empty

empt

CPCCCM2001A Read and interpret plans and specifications

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit of competency specifies the outcomes required to read and interpret plans and specifications relevant to construction operations. It includes the identification of types of plans and drawings and their functions, the recognition of commonly used symbols and abbreviations, the identification of key features and specifications on a site plan, the comprehension of written job specifications and the recognition of document status and amendment detail.

Application of the Unit

Application of the unit	This unit of competency supports achievement of basic reading and interpretation of plans and specifications commonly used in the construction industry.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify types of drawings and their functions.	1.1. Main types of plans and drawings used in the construction sector of the industry are identified. 1.2. Key features and functions of each type of drawing are identified. 1.3. Quality requirements of company operations are recognised and adhered to. 1.4. Environmental requirements and controls are identified from job plans, specifications and environmental plan.
2. Recognise amendments.	2.1. Title panel of project documentation is checked to verify latest amendments to drawing. 2.2. Amendments to specifications are checked to ensure currency of information and conveyed to others where appropriate.
3. Recognise commonly used symbols and abbreviations.	3.1. Construction symbols and abbreviations are recognised. 3.2. Legend is located on project drawings, and symbols and abbreviations are correctly interpreted.
4. Locate and identify key features on a site plan.	4.1. Orientation of the plan with the site is achieved. 4.2. Key features of the site are identified and located. 4.3. Access to site is gained and services, main features, contours and datum are identified.
5. Identify project requirements.	5.1. Dimensions for project and nominated locations are identified. 5.2. Construction types and dimensions for nominated locations are identified. 5.3. Environmental controls and locations are identified. 5.4. Location, dimensions and tolerances for ancillary works are identified.
6. Read and interpret job specifications.	6.1. Job specifications are identified from drawings, notes and descriptions. 6.2. Standards of work, finishes and tolerances are identified from the project specifications. 6.3. Material attributes are identified from specifications.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills for this unit are: communication skills to: enable clear and direct communication, using questioning to identify and confirm requirements, share information, listen and understand read and interpret: documentation from a variety of sources drawings and specifications use language and concepts appropriate to cultural differences use and interpret non-verbal communication, such as hand signals identifying and accurately reporting to appropriate personnel any faults in tools, equipment or materials numeracy skills to apply measurements and make calculations, including heights, areas, volumes and grades organisational skills, including the ability to plan and set out work teamwork skills to work with others to action tasks and relate to people from a range of cultural and ethnic backgrounds and with varying physical and mental abilities technological skills to: use a range of mobile technology, such as two-way radio and mobile phones voice and hand signals to access and understand site-specific instructions.
Required knowledge
Required knowledge for this unit is: basic calculations of heights, areas, volumes and grades commonly used construction symbols and abbreviations construction terminology drawing conventions features of plans and elevations, including direction, scale, key, contours, symbols and abbreviations job safety analysis (JSA) and safe work method statements key features of formal job specifications processes for application of scales in plan preparation and interpretation project quality requirements site and equipment safety (OHS) requirements techniques for orienting/confirming the orientation of a plan.

Evidence Guide

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	This unit of competency could be assessed in the workplace or a close simulation of the workplace environment, provided that simulated or project-based assessment techniques fully replicate construction workplace conditions, materials, activities, responsibilities and procedures.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: locate, interpret and apply relevant information, standards and specifications comply with site safety plan, OHS regulations and state and territory legislation applicable to workplace operations comply with organisational policies and procedures, including quality requirements communicate and work effectively and safely with others for a minimum of two different projects, read and interpret the project plans, including: confirmation of amendment status and drawings confirmed 'for construction' orientation of plans to the ground six key features on both the plan and the site confirmation of six items of information from the title block of the project plans six construction dimensions, levels and locations from the project plans six ancillary works dimensions, levels and locations from the project plans for a minimum of two formal specifications, identify the dimensions, material requirements and processes to be followed.
Context of and specific resources for assessment	This competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints. Assessment of essential underpinning knowledge will usually be conducted in an off-site context. Assessment is to comply with relevant regulatory or Australian standards' requirements. Resource implications for assessment include: an induction procedure and requirement realistic tasks or simulated tasks covering the mandatory task requirements relevant specifications and work instructions tools and equipment appropriate to applying safe work practices support materials appropriate to activity workplace instructions relating to safe work practices and addressing hazards and emergencies material safety data sheets research resources, including industry related systems information. Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Construction, Plumbing and Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments. Validity and sufficiency of evidence requires that: competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice, with a decision on competency only taken at the point when the assessor has complete confidence in the person's demonstrated ability and applied knowledge all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. Supplementary evidence of competency may be obtained from relevant authenticated documentation from third parties, such as existing supervisors, team leaders or specialist training staff.

Range Statement

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.
Plans and drawings include:	construction plans cross-sectional plans dimensions and notes illustrations longitudinal plans project specifications site plans structural detail and specification providing illustrations and dimensions.
Key features of plans and specifications include:	characteristics compatibility construction location pattern dimension quantities sizes type of product or service.
Quality requirements include relevant regulations, including:	Australian standards internal company quality policy and standards manufacturer specifications, where specified workplace operations and procedures.
Environmental requirements include:	clean-up management waste management.
Project documentation includes:	contracts drawings schedule of rates specifications standard procedures and practices supplementary specifications work schedules.
Specifications include:	detail relating to materials and quality of work, quality assurance, nominated subcontractors, and provision of site access/facilities details relating to performance, including: characteristics material types standards of work tolerances treatments and finishes.
Information includes:	diagrams or sketches and graphics instructions issued by authorised organisational or external personnel manufacturer specifications and instructions maps material safety data sheets (MSDS) memos organisation work specifications and requirements. plans and specifications regulatory and legislative requirements pertaining to operations and the environment relevant Australian standards safe work procedures related to construction site operations signage verbal or written and graphical instructions work bulletins work schedules.
Material attributes include:	characteristics construction requirements treatments and finishes types.

Unit Sector(s)

Unit sector	Construction

Co-requisite units

Co-requisite units	Nil

Functional area

Functional area

CPCCLDG3001A Licence to perform dogging

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit specifies the outcomes required to perform slinging techniques, including the selection and inspection of lifting gear and/or the directing of the crane operator in the movement of the load when the load is out of view of the crane/ operator for licensing purposes.

Application of the Unit

Application of the unit	This unit covers the scope of work to demonstrate competency in the application of slinging techniques, selection and inspection of lifting gear and/or the directing of the crane/ operator in the movement of the load. This unit is based upon the National Standard for Licensing Persons Performing High Risk Work. This unit in its current form meets state and territory licensing requirements. Any alteration will result in a unit which is not acceptable to regulators for the purpose of licensing.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan job.	1.1. Site information is obtained and related to the task. 1.2. Hazard s and potential hazards associated with the slinging and directing of loads are identified. 1.3. Hazard control measures consistent with appropriate standards are identified to ensure the safety of personnel and equipment. 1.4. The weight, dimensions and centre of gravity of the load are identified and assessed. 1.5. Suitable lifting/slinging points on the load are identified. 1.6. Appropriate lifting equipment needs are assessed. 1.7. Appropriate communication methods are assessed with crane/ operators and other appropriate personnel. 1.8. Manufacturer's specifications/information is obtained for special loads where necessary.
2. Select and inspect equipment.	2.1. Lifting equipment appropriate to the task is selected. 2.2. Lifting equipment is inspected for serviceability. 2.3. Damaged or excessively worn lifting equipment is identified, labelled and rejected. 2.4. Appropriate communication methods for the crane/operator and appropriate personnel are selected. 2.5. Appropriate communication equipment is selected and its serviceability is checked. 2.6. Appropriate personal protective equipment (PPE) is selected and checked.
3. Prepare site and equipment.	3.1. Hazard prevention/control measures are applied consistent with appropriate standards to ensure the safety of personnel and equipment. 3.2. Appropriate slinging method is selected. 3.3. Lifting equipment is prepared and assembled where appropriate. 3.4. Load destination is prepared.
4. Perform task.	4.1. Lifting equipment is attached and secured to the lifting hook using appropriate techniques. 4.2. Lifting hook is positioned over the load centre of gravity. 4.3. Lifting equipment is attached and secured to the load in an appropriate manner. 4.4. Tag line is attached and secured where appropriate. 4.5. Test lift is conducted to ensure security of load. 4.6. Load is moved maintaining stability and control at all times. 4.7. Appropriate communication methods and communication signals are applied to safely coordinate the load movement both within sight and out-of-sight of crane operator. 4.8. The load is landed to ensure that it is stable and secure from movement. 4.9. Lifting equipment is removed or disconnected from load and prepared for next task or storage.
5. Shut down job and clean up.	5.1. Unserviceable lifting equipment inspected and rejected. 5.2. Defective equipment is isolated and tagged. 5.3. Lifting equipment is stored in accordance with procedures and appropriate standards. 5.4. Hazard prevention/control measures are removed where appropriate. 5.5. Excess materials from the work area are removed (where applicable). 5.6. Defects are reported and recorded according to procedures and appropriate action is taken.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills for this unit are: communication techniques in the workplace including whistles, hand signals and use of fixed channel two-way radios communication skills at a level sufficient to communicate with other site personnel calculate rated capacity of lifting equipment apply different methods for making temporary connections to loads using fibre and synthetic ropes ability to interpret rated capacity and working load limit tags hazard identification and control slinging techniques selection and inspection of lifting equipment directing crane operators in the moving of loads in a safe manner, using a slewing crane inspection and care of a wide range of lifting equipment to appropriate Australian Standards and/or manufacturer's specifications.
Required knowledge
Required knowledge for this unit is: appropriate mathematical procedures for estimation and measurement of loads basic knowledge of types of cranes and their functions Commonwealth, state or territory OHS legislation, standards and codes of practice relevant to the full range of techniques for undertaking dogging activities load stability and safety factors in line with manufacturer's specifications types of lifting equipment and slinging techniques for use, and their limitations and performance in a wide range of conditions (including but not limited to slings, beams, accessories, clamps, work-boxes, bins and pallets) understanding of the hierarchy of control.

Evidence Guide

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	Successful assessment of this unit meets the competency requirement of the National Standard for licensing Persons Performing High Risk Work. State/Territory OHS regulators have mandated the use of Assessment Instruments and Instructions for Assessment of this unit which have been endorsed by the national body responsible for OHS matters.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: comply with Commonwealth, state or territory OHS legislation, standards relevant to safe dogging and crane operations. communicate and work safely with others in the work area. apply Hazard prevention and control measures consistent with appropriate standards. apply to move loads in conjunction with cranes including, the reading of tags, slinging, loading, directing and landing loads with a slewing mobile crane with a telescopic boom and a winch, in and out of sight of the crane/ operator, moving four loads of varying shapes, sizes and weights. use fibre and/or synthetic rope as tag lines, and connecting to loads using clove hitch, rolling hitch, bowline and single sheetbend. conduct pre and post operational checks of the lifting equipment.
Context of and specific resources for assessment	Assessment of the safe and effective application of knowledge and skill to workplace tasks (performance) must be undertaken using the national OHS endorsed Assessment Instrument Assessment of performance must be undertaken either in the workplace or in a realistically simulated workplace setting Assessors must ensure that the assessment in the workplace is organised through a workplace supervisor to ensure that all the required equipment and materials and a suitable working area is made available to suit the assessment and the workplace Assessment must occur under standard and authorised work practices, safety requirements and environmental constraints Assessment is to comply with the requirements of any relevant Standards or operating procedures for dogging activities Applicants must have access to: personal protective equipment (PPE) for the purpose of the performance assessment. four different loads as prescribed in the endorsed assessment instrument lifting and associated equipment suitable slewing crane communication equipment (eg. fixed channel, two-way radios) as applicable.
Method of assessment	Assessment must be conducted using the national OHS endorsed Assessment Instrument. This Instrument provides instruction on the application of the assessment. Assessment may be in conjunction with the assessment of other units of competency. The use of 'simulators' in the assessment of this unit of competency is not acceptable. Assessment methods must confirm consistency and accuracy of performance together with application of underpinning knowledge. Assessment must confirm a reasonable inference that competency is not only able to be satisfied under the particular circumstance, but is able to be transferred to other circumstances.
Guidance information for assessment	Further information about endorsed Assessment Instruments may be obtained from state/territory OHS regulators.

Range Statement

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.
Site informationmay include but not be limited to	local conditions such as access and egress work method statements.
Hazards may include but not limited to:	ground stability (eg. ground condition, recently filled trenches, slopes) overhead hazards (e.g. power lines, service pipes, trees, buildings, etc) insufficient lighting traffic (e.g. pedestrians, vehicles, plant) weather (e.g. wind, lightning, storms) other specific hazards (e.g. trip hazards, heights, radio interference, etc).
Hazard prevention/control measures	The systematic process of eliminating or reducing the risk to personnel and property through the application of controls. It includes the application of the hierarchy of controls, including: 1. elimination. 2. substitution. 3. isolation. 4. engineered control measures. 5. safe work practices. 6. personal protective equipment.
Appropriate standard s may include:	codes of practice legislation Australian Standards manufacturer's specifications industry standards.
Lifting Equipment may include but not limited to:	fibre ropes wire ropes chain wire and synthetic slings shackles eyebolts beam clamps plate clamps spreader beams lifting beams pallet forks and cages concrete kibbles personnel boxes.
Communication Methods may include but are not limited to:	written instructions signage, hand signals listening questioning to confirm understanding appropriate worksite protocol.
Cranes may include but not limited to:	tower cranes (including self erecting) portal boom cranes vehicle loading cranes slewing mobile cranes non-slewing cranes derrick cranes.
Appropriate personnel may include but are not limited to:	supervisors colleagues managers who are authorised to take responsibility for the workplace or operations.
Communication Equipment may include but not limited to:	fixed channel two-way radios whistles bells.
Personal protective equipment (PPE) may include but not limited to:	hard hat safety boots gloves high visibility clothing reflective vest relevant breathing, hearing, sight, skin and sun protection.
Load destination may include but not limited to:	ground loading platforms suspended floors vehicles.
Communication signals may include but not limited to:	stop - hand stop - whistle hoist up - hand hoist up - whistle hoist down - hand hoist down - whistle luff boom down - hand luff boom down - whistle luff boom up - hand luff boom up - whistle telescope out - hand telescope out - whistle telescope in - hand telescope in - whistle slew left - hand slew left - whistle slew right - hand slew right - whistle.
Defective Equipment may include but not limited to:	excessive wear damage stretched broken wires cut/damaged fibres.

Unit Sector(s)

Unit sector	Construction

Co-requisite units

Co-requisite units	Nil

Functional area

Functional area

CPCCLRG3001A Licence to perform rigging basic level

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit specifies the outcomes required to perform basic rigging work associated with movement of plant and equipment, steel erections, hoists (including mast climbing hoists), placement of pre-cast concrete, safety nets and static lines, perimeter safety screens and shutters; and cantilever crane loading platforms for licensing purposes.

Application of the Unit

Application of the unit	This unit requires the applicant to be able plan the work, select and inspect equipment, set up task, erect structures and plant and dismantle structures and plant. This unit is based upon the National Standard for Licensing Persons Performing High Risk Work. This unit in its current form meets state and territory licensing requirements. Any alteration will result in a unit which is not acceptable to regulators for the purpose of licensing. This unit has a pre-requisite requirement. This requirement may be met by either the successful completion of the unit CPCCLDG3001A Licence to perform dogging or holding a valid licence for dogging.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units
CPCCLDG3001A	Licence to perform dogging

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan job.	1.1. Task to be undertaken is assessed. 1.2. Potential workplace hazards are identified. 1.3. Hazard control measures are identified consistent with appropriate standards to ensure the safety of personnel and equipment. 1.4. Site information is obtained. 1.5. All forces and loads associated with erecting and dismantling structures and associated plant are considered in consultation with appropriate personnel. 1.6. Rigging equipment and associated equipment are identified in consultation with appropriate personnel according to procedures and site information. 1.7. Safety equipment is identified. 1.8. Appropriate communication methods are identified with appropriate personnel.
2. Select and inspect equipment.	2.1. Rigging equipment and associated equipment are selected and inspected according to procedures and the appropriate standard. 2.2. Safety equipment is selected and inspected according to procedures. 2.3. All defective rigging equipment, associated equipment and safety equipment is isolated, reported and recorded according to procedures. 2.4. Communication equipment is selected and inspected for serviceability (where applicable.
3. Set up task.	3.1. Appropriate hazard prevention/control measures are applied to the work area according to procedures. 3.2. Ground suitability is inspected and checked (where appropriate). 3.3. Site information is reviewed, interpreted and communicated to appropriate personnel and appropriate personnel. 3.4. All forces and loads associated with erecting and dismantling structures and associated plant are determined in consultation with appropriate personnel. 3.5. Safety equipment is fitted and worn correctly (where appropriate). 3.6. Rigging equipment and associated plant are positioned for work application and stability according to procedures. 3.7. Methods of applying temporary connections using fibre rope are applied according to procedures and the appropriate standard.
4. Erect structures and plant.	4.1. Structures and associated plant are erected according to procedures and site information. 4.2. Stability of structures and associated plant is maintained during erection according to procedures. 4.3. Work is conducted safely at heights including safe and effective use of safety equipment. 4.4. Appropriate communication methods and communication equipment, are used to co-ordinate the tasks. 4.5. Associated plant and rigging equipment is used according to procedures and the appropriate standard. 4.6. Temporary guys, ties, propping and shoring, including flexible steel wire rope, and tubing, are connected where required. 4.7. Associated equipment is used in a safe and appropriate manner. 4.8. The completed task is inspected according to the appropriate standard. 4.9. Excess materials are removed from the work area (where applicable).
5. Dismantle structures and plant.	5.1. Structures and associated plant are dismantled according to procedures and the appropriate standard. 5.2. Work is conducted safely at heights including safe and effective use of safety equipment. 5.3. Stability of structures and associated plant is maintained during dismantling according to procedures. 5.4. Rigging equipment, associated equipment, safety equipment and associated plant are inspected for damage and defects. 5.5. All defective rigging equipment, associated equipment, associated plant and safety equipment are isolated reported and recorded according to procedures. 5.6. Rigging equipment and associated equipment are stored. according to procedures and the appropriate standard. 5.7. Hazard prevention/control measures are removed (where appropriate).

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills for this unit are: ability to calculate Safe Working Load (SWL) and Working Load Limit (WLL) ability to erect and dismantle, level, plumb and stabilise associated plant and structures ability to work safely at heights including the correct application of safety equipment. accurate interpretation of basic structural charts and structural plans (site information) applying methods for making temporary connections of ropes using fibre and synthetic types apply methods of splicing and whipping fibre and synthetic ropes correct application and use of all rigging and associated equipment risk assessment and hazard control strategies interpersonal and communication skills at a level sufficient to site/workplace requirements. This includes the relevant communication methods and equipment. verify problems and equipment faults and demonstrate appropriate response.
Required knowledge
Required knowledge for this unit is: appropriate mathematical procedures for estimation and measurement of loads ability to interpret manufacturer's specifications for all plant and equipment use in rigging operations knowledge of principles relating to all plant, equipment and structural stability knowledge of the types and functions of rigging, safety and associated equipment including an understanding of their limitations. organisational and workplace standards, requirements, policies and procedures for rigging understanding of the hierarchy of hazard identification and control relevant Commonwealth, state or territory and local government OHS legislation, standards and codes of practice for undertaking rigging activities understanding of inspection and maintenance requirements of a wide range of appropriate plant and equipment in line with Australian Standards or manufacturer's specifications estimation of ground bearing pressures of the full range of soil types and associated ground conditions for setting up plant and equipment.

Evidence Guide

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	Successful assessment of this unit meets the competency requirement of the National Standard for licensing Persons Performing High Risk Work. State/Territory OHS regulators have mandated the use of Assessment Instruments and Instructions for Assessment endorsed by the national body responsible for OHS matters for the assessment of this unit.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: comply with OHS licensing legislation. effectively communicate and work safely with others in the work area. effectively conduct risk assessment and management procedures. effectively complete the following tasks:- inspection of all plant and equipment, and installation of a fall arrest system (Static line), and use of a safety harness / fall arrest system, and installation of crane loading platforms and installation of a safety net, and installation of a shutter and safety screen, and demonstrated ability to work safely at heights, and erection of structural steel, and erection of precast panel, and set up and operation of a winch for load movement, and installation of a materials hoist, or installation of a mast climber. effectively demonstrate the following knots, bends and hitches:- Sheet bend, Becket hitch, Running bowline, Double bowline. effectively demonstrate the following splices and whippings:- Eye splice, Back splice, Short splice, Sail makers whipping, Common whipping, West countryman's
Context of and specific resources for assessment	Assessment of the safe and effective application of knowledge and skill to workplace tasks (performance) must be undertaken using the National OHS endorsed Assessment Instrument. Assessment of performance must be undertaken either in the workplace or in a realistically simulated workplace setting. Assessors must ensure that the assessment in the workplace is organised to ensure that all the required equipment and materials and a suitable working area is made available to suit the assessment and the workplace. Assessment must occur under standard and authorised work practices, safety requirements and environmental constraints. Assessment is to comply with the requirements of any relevant Standards or operating procedures for basic rigging. Applicants must have access to: personal protective equipment (PPE) for the purpose of the Performance Assessment. appropriate safety equipment in safe condition appropriate rigging equipment, associated equipment associated plant in safe condition as described in the endorsed assessment instrument communication equipment (e.g. two-way radios) where applicable appropriate materials as required for safe erection of structures appropriate materials for conducting fibre rope slicing, whipping, knots, bends and hitches.
Method of assessment	Assessment must be conducted using the national OHS endorsed Assessment Instruments. These Instruments provide advice on their application. The use of 'simulators' in the assessment of this unit of competency is not acceptable. Assessment may be in conjunction with the assessment of other units of competency. Assessment methods must confirm consistency and accuracy of performance together with application of underpinning knowledge. Assessment must confirm a reasonable inference that competency is not only able to be satisfied under the particular circumstance, but is able to be transferred to other circumstances.
Guidance information for assessment	Further information about endorsed Assessment Instruments may be obtained from state/territory OHS regulators.

Range Statement

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.
Hazards may include but are not limited to:	ground stability (e.g. ground condition, recently filled trenches, slopes) overhead hazards (e.g. power lines, service pipes) (NB: minimum clearance distance from powerlines or electrical equipment as determined by relevant state authority or electrical supply authority.) traffic (e.g. pedestrians, vehicles, other plant) insufficient lighting environmental conditions (e.g. wind, lightning, storms) other specific hazards (e.g. dangerous materials).
Hazard control measures:	Refers to the systematic process of eliminating or reducing the risk to personnel and property through the application of controls. It includes the application of the hierarchy of control, the six-step preference of control measures to manage and control risk: elimination substitution isolation engineering control measures using safe work practices personal protective equipment.
Appropriate standards may include:	codes of practice legislation Australian Standards manufacturer's specifications industry standards (where applicable).
Site Information may include, but not limited to:	local conditions such as access and egress, work method statements, site specific job safety analyses and other site specific documentation as required. task plans / Schedules and structural plans.
Forces and Loads may include, but not limited to:	dead loads live loads static load dynamic loads wind loads.
Structures may include but are not limited to:	structural steel precast panels.
Associated plant may include but not limited to:	static lines safety nets hoists mast climbers loading platforms.
Appropriate personnel may include:	engineers supervisors colleagues managers who are authorised to take responsibility for the workplace or operations.
Rigging Equipment may include but is not limited to:	scaffolds elevated work platforms personnel box cantilevered crane loading platforms mast climbers. safety screens and shutters cranes including but not limited to: non-slewing cranes mobile slewing cranes vehicle loading cranes tower cranes self-erecting tower cranes portal boom cranes derrick cranes bridge and gantry cranes.
Associated equipment may include but is not limited to:	all types of power and manually operated lifting gear fibre ropes flexible steel wire rope (FSWR) chains wire and synthetic slings shackles terminations wedge sockets eye bolts beam clamps plate clamps rope grips turnbuckles rigging screws chain blocks lever blocks lever-action winches sheaves spreader bars lifting beams jacks levers skates wedges rollers girder trolley
Procedures may include but is not limited to:	manufacturer's guidelines (instructions, specifications or checklists) industry operating procedures, relevant codes of practice workplace procedures (work instructions, operating procedures, checklists).
Safety Equipment may include but not limited to:	safety harness energy absorber lanyard inertia reel static safety lines safety nets.
Communication Methods may include but is not limited to:	verbal and non-verbal language written instructions signage hand signals listening, questioning to confirm understanding, and appropriate worksite protocol. NB: Mobile phones are not to be used for signalling purposes during the rigging process.
Communication equipment may include but is not limited to:	fixed channel two-way radios
Hazard prevention/control measures may include but is not limited to:	safety tags on electrical switches/isolators powerlines are insulated safety observer used inside exclusion zone power disconnected traffic barricades and control pedestrian barricades trench covers movement of obstructions personal protective equipment adequate illumination safety shutters and screens.
Ground suitability may include but is not limited to:	rough uneven ground backfilled ground soft soils hard compacted soil rock bitumen concrete suspended concrete floors building roofs landings ground bearing pressure.
Appropriate personnel may include but not limited to	other riggers doggers crane operators.
Temporary connections may include but not limited to:	knots bends hitches spicing whipping.
Flexible Steel Wire Rope (FSWR) includes:	identification, uses and connections. May include termination for: static lines, guys, purchase systems, lashing, cranes, hoist and winch ropes.

Unit Sector(s)

Unit sector	Construction

Co-requisite units

Co-requisite units	Nil

Functional area

Functional area

CPCCLRG3002A Licence to perform rigging intermediate level

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit specifies the outcomes required to perform rigging work at the intermediate level, which includes all the outcomes for rigging work at the basic level, and also includes rigging of cranes, rigging of conveyors, rigging of dredges and excavators, rigging associated with tilt slabs, rigging associated with demolition work, and dual lifts for licensing purposes.

Application of the Unit

Application of the unit	This unit requires the applicant to be able plan the work, select and inspect equipment, set up task, erect structures and plant and dismantle structures and plant. This unit is based upon the National Standard for Licensing Persons Performing High Risk Work. This unit in its current form meets state and territory licensing requirements. Any alteration will result in a unit which is not acceptable to regulators for the purpose of licensing. This unit has a pre-requisite requirement. This requirement may be met by either the successful completion of the unit CPCCLRG3001A Licence to perform rigging basic level or holding a valid licence for basic rigging.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units
CPCCLRG3001A	Licence to perform rigging basic level

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan job.	1.1. Task to be undertaken is assessed 1.2. Potential workplace hazards are identified 1.3. Hazard control measures are identified consistent with appropriate standards to ensure the safety of personnel and equipment 1.4. Site information is obtained 1.5. All forces and loads associated with erecting and dismantling structures and associated plant are considered in consultation with appropriate personnel. 1.6. Rigging equipment and associated equipment are identified in consultation with appropriate personnel according to procedures and site information. 1.7. Safety equipment is identified. 1.8. Appropriate communication methods are identified with appropriate personnel.
2. Select and inspect equipment.	2.1. Rigging equipment and associated equipment are selected and inspected according to procedures and the appropriate standard. 2.2. Safety equipment is selected and inspected according to procedures. 2.3. All defective rigging equipment, associated equipment and safety equipment is isolated, reported and recorded according to procedures. 2.4. Communication equipment is selected and inspected for serviceability (where applicable)
3. Set up tasks.	3.1. Appropriate hazard prevention/control measures are applied to the work area according to procedures. 3.2. Ground suitability is inspected and checked (where appropriate). 3.3. Site information is reviewed, interpreted and communicated to appropriate personnel and appropriate personnel. 3.4. All forces and loads associated with erecting and dismantling structures and associated plant are determined in consultation with appropriate personnel. 3.5. Safety equipment is fitted and worn correctly (where appropriate). 3.6. Rigging equipment and associated plant are positioned for work application and stability according to procedures.
4. Erect structures and plant.	4.1. Structures and associated plant is erected according to procedures and site information. 4.2. Stability of structures and associated plant is maintained during erection according to procedures. 4.3. Work is conducted safely at heights including safe and effective use of safety equipment. 4.4. Appropriate communication methods and communication equipment, are used to co-ordinate the tasks. 4.5. Temporary guys, ties, propping and shoring, including flexible steel wire rope, and tubing, are connected where required. 4.6. Associated plant and rigging equipment is used according to procedures and the appropriate standard. 4.7. Associated equipment is used in a safe and appropriate manner. 4.8. The completed task is inspected according to the appropriate standard. 4.9. Excess materials are removed from the work area (where applicable)
5. Dismantle structures and plant.	5.1. Structures and associated plant are dismantled according to procedures and the appropriate standard. 5.2. Work is conducted safely at heights including safe and effective use of safety equipment. 5.3. Stability of structures and associated plant is maintained during dismantling according to procedures. 5.4. Rigging equipment, associated equipment, safety equipment and associated plant are inspected for damage and defects 5.5. All defective rigging equipment, associated equipment, associated plant and safety equipment are isolated reported and recorded according to procedures. 5.6. Rigging equipment and associated equipment are stored according to procedures and the appropriate standard. 5.7. Hazard prevention/control measures are removed (where appropriate)

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills for this unit are: ability to calculate Safe Working Load (SWL) and Working Load Limit (WLL) ability to erect and dismantle, level, plumb and stabilise associated plant and structures ability to work safely at heights including the correct application of safety equipment. accurate interpretation of structural charts and structural plans (site information) correct application and use of all rigging and associated equipment risk assessment and hazard control strategies interpersonal and communication skills at a level sufficient to site/workplace requirements. This includes the relevant communication methods and equipment. verify problems and equipment faults and demonstrate appropriate response.
Required knowledge
Required knowledge for this unit is: appropriate mathematical procedures for estimation and measurement of loads ability to interpret manufacturer's specifications for all plant and equipment use in rigging operations knowledge of principles relating to all plant, equipment and structural stability knowledge of the types and functions of rigging, safety and associated equipment including an understanding of their limitations organisational and workplace standards, requirements, policies and procedures for rigging understanding of the hierarchy of hazard identification and control relevant Commonwealth, state or territory and local government OHS legislation, standards and codes of practice for undertaking rigging activities understanding of inspection and maintenance requirements of a wide range of appropriate plant and equipment in line with Australian Standards or manufacturer's specifications estimation of ground bearing pressures of the full range of soil types and associated ground conditions for setting up plant and equipment.

Evidence Guide

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	Successful assessment of this unit meets the competency requirement of the National Standard for licensing Persons Performing High Risk Work. State/Territory OHS regulators have mandated the use of Assessment Instruments and Instructions for Assessment for this unit which have been endorsed by the national body responsible for OHS matters.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: comply with OHS licensing legislation. effectively communicate and work safely with others in the work area. effectively conduct risk assessment and management procedures. effectively complete the following tasks: adding and removing a tower crane section, or adding and removing a crane lattice boom section, or erecting a non guyed tower (e.g. light tower, and perform a multiple crane lift, or a multiple winch lift, or a combination of a crane and winch lift, and lifting and installing a series of tilt-up panels, or lifting and installing a series of scenery panels (i.e. entertainment industry), and demolish/remove a series of tilt-up panel structures, or demolish/remove a series of scenery panel structures, and demolishing a concrete encased structural steel column and beam. NB: All specifications for these performance tasks are detailed in the endorsed assessment instrument. effectively conduct pre and post operational checks of intermediate rigging equipment.
Context of and specific resources for assessment	Assessment of the safe and effective application of knowledge and skill to workplace tasks (performance) must be undertaken using the endorsed Assessment Instrument. Assessment of performance must be undertaken either in the workplace or in a realistically simulated workplace setting. Assessors must ensure that the assessment in the workplace is organised to ensure that all the required equipment and materials and a suitable working area is made available to suit the assessment and the workplace. Assessment must occur under standard and authorised work practices, safety requirements and environmental constraints. Assessment is to comply with relevant appropriate standard requirements. Applicants must have access to: personal protective equipment (PPE) for the purpose of the Performance Assessment appropriate safety equipment is safe condition appropriate rigging equipment, associated equipment associated plant in safe condition as described in the endorsed assessment instrument communication equipment (e.g. radios) where applicable appropriate materials as required for safe erection of structures.
Method of assessment	Assessment must be conducted using the endorsed Assessment Instruments. These Instruments provide advice on their application. The use of 'simulators' in the assessment of this unit of competency is not acceptable. Assessment may be in conjunction with the assessment of other units of competency. Assessment methods must confirm consistency and accuracy of performance together with application of underpinning knowledge. Assessment must confirm a reasonable inference that competency is not only able to be satisfied under the particular circumstance, but is able to be transferred to other circumstances.
Guidance information for assessment	Further information about endorsed Assessment Instruments may be obtained from state/territory OHS regulators.

Range Statement

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.
Hazards may include but not limited to:	ground stability (e.g. ground condition, recently filled trenches, slopes) overhead hazards (e.g. power lines, service pipes) (NB: Minimum clearance distance from powerlines or electrical equipment as determined by relevant state authority or electrical supply authority) traffic (e.g. pedestrians, vehicles, other plant) insufficient lighting environmental conditions (e.g. wind, lightning, storms) other specific hazards (e.g. dangerous materials).
Hazard control measures:	Refers to the systematic process of eliminating or reducing the risk to personnel and property through the application of controls. It includes the application of the hierarchy of control, the six-step preference of control measures to manage and control risk: elimination substitution isolation engineering control measures using safe work practices personal protective equipment.
Appropriate standards may include but are not limited to:	codes of practice legislation Australian Standards manufacturer's specifications industry standards (where applicable).
Site Information may include but is not limited to:	local conditions such as access and egress work method statements site-specific job safety analyses and other site specific documentation as required task plans /schedules and structural plans.
Forces and Loads may include but are not limited to:	dead loads live loads static load dynamic loads wind loads.
Structures may include but not limited to:	concrete tilt-up panels scenery panels (used in entertainment) non guyed light towers.
Associated plant may include but is not limited to:	all types of cranes conveyors dredges excavators.
Appropriate personnel may include but not limited to:	supervisors engineers colleagues managers who are authorised to take responsibility for the workplace or operations.
Rigging Equipment may include but is not limited to:	scaffolds elevated work platforms stages personnel box cantilevered crane loading platforms, mast climbers safety screens and shutters cranes including but not limited to: non-slewing cranes mobile slewing cranes vehicle loading cranes tower cranes self-erecting tower cranes portal boom cranes derrick cranes bridge and gantry cranes.
Associated equipment may include but is not limited to:	all associated equipment at the basic rigging level, and lifting clutches (swift lifts) chain motors.
Procedures may include but are not limited to:	manufacturer's guidelines (instructions, specifications or checklists) industry operating procedures, relevant codes of practice workplace procedures (work instructions, operating procedures, checklists).
Safety Equipment may include but not limited to:	safety harness energy absorber lanyard inertia reel safety nets static lines.
Communication Methods may include but not limited to:	verbal and non-verbal language written instructions signage hand signals listening, questioning to confirm understanding, and appropriate worksite protocol. NB: Mobile phones are not to be used for signalling purposes during the rigging process.
Communication equipment may include but is not limited to:	fixed channel two-way radios
Hazard prevention/control measures may include but is not limited to:	safety tags on electrical switches/isolators powerlines are insulated safety observer used inside exclusion zone power disconnected traffic barricades and control pedestrian barricades trench covers movement of obstructions personal protective equipment adequate illumination.
Ground suitability may include but is not limited to:	rough uneven ground backfilled ground soft soils hard compacted soil rock bitumen concrete suspended concrete floors building roofs landings ground bearing pressure.
Appropriate personnel may include but not limited to:	other riggers doggers crane operators.
Flexible Steel Wire Rope (FSWR) includes:	identification, uses and connections. May include termination for: static lines guys purchase systems lashing cranes hoist and winch ropes.

Unit Sector(s)

Unit sector	Construction

Co-requisite units

Co-requisite units	Nil

Functional area

Functional area

CPCCLRG4001A Licence to perform rigging advanced level

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit specifies the outcomes required to perform rigging work at the advanced level, which includes all the outcomes for rigging work at the basic and intermediate levels, and also includes rigging of gin poles and shear legs, flying foxes and cable ways, guyed derricks and structures, and suspended scaffolds and fabricated hung scaffolds for licensing purposes.

Application of the Unit

Application of the unit	This unit requires the applicant to be able plan the work, select and inspect equipment, set up task, erect structures and plant and dismantle structures and plant. This unit is based upon the National Standard for Licensing Persons Performing High Risk Work. This unit in its current form meets state and territory licensing requirements. Any alteration will result in a unit which is not acceptable to regulators for the purpose of licensing. This unit has a pre-requisite requirement. This requirement may be met by either the successful completion of the unit CPCCLRG3002A Licence to perform rigging intermediate level or holding a valid licence for intermediate rigging.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units
CPCCLRG3002A	Licence to perform rigging intermediate level

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan job.	1.1. Task to be undertaken is assessed. 1.2. Potential workplace hazards are identified. 1.3. Hazard control measures are identified consistent with appropriate standards to ensure the safety of personnel and equipment. 1.4. Site information is obtained. 1.5. All forces and loads associated with erecting and dismantling associated plant are considered in consultation with appropriate personnel. 1.6. Rigging equipment and associated equipment are identified in consultation with appropriate personnel according to procedures and site information. 1.7. Safety equipment is identified. 1.8. Appropriate communication methods are identified with appropriate personnel.
2. Select and inspect equipment.	2.1. Rigging equipment and associated equipment are selected and inspected according to procedures and the appropriate standard. 2.2. Safety equipment is selected and inspected according to procedures. 2.3. All defective rigging equipment, associated equipment and safety equipment is isolated, reported and recorded according to procedures. 2.4. Communication equipment is selected and inspected for serviceability (where applicable)
3. Prepare site and equipment.	3.1. Appropriate hazard prevention/control measures are applied to the work area according to procedures. 3.2. Ground suitability is inspected and checked (where appropriate). 3.3. Site information is reviewed interpreted and communicated to appropriate personnel and appropriate personnel. 3.4. All forces and loads associated with erecting and dismantling associated plant are determined in consultation with appropriate personnel. 3.5. Safety equipment is fitted and worn correctly (where appropriate). 3.6. Rigging equipment and associated plant are positioned for work application and stability according to procedures. 3.7. Methods of applying temporary connections using fibre rope are applied according to procedures and the appropriate standard.
4. Erect structures and plant.	4.1. Associated plant is erected according to procedures and site information. 4.2. Stability of associated plant is maintained during erection according to procedures. 4.3. Work is conducted safely at heights including safe and effective use of safety equipment. 4.4. Appropriate communication methods and communication equipment, are used to co-ordinate the tasks. 4.5. Temporary guys, ties, propping and shoring, including flexible steel wire rope, and tubing, are connected where required. 4.6. Associated plant and rigging equipment is used according to procedures and the appropriate standard. 4.7. Associated equipment is used in a safe and appropriate manner. 4.8. The completed task is inspected according to the appropriate standard. 4.9. Excess materials are removed from the work area (where applicable)
5. Dismantle structures and plant.	5.1. Associated plant is dismantled according to procedures and the appropriate standard. 5.2. Work is conducted safely at heights including safe and effective use of safety equipment. 5.3. Stability of associated plant is maintained during dismantling according to procedures. 5.4. Rigging equipment, associated equipment, safety equipment and associated plant are inspected for damage and defects 5.5. All defective rigging equipment, associated equipment, associated plant and safety equipment are isolated reported and recorded according to procedures. 5.6. Rigging equipment and associated equipment are stored according to procedures and the appropriate standard. 5.7. Hazard prevention/control measures are removed (where appropriate)

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills for this unit are: ability to calculate Safe Working Load (SWL) and Working Load Limit (WLL) ability to erect and dismantle, level, plumb and stabilise associated plant ability to work safely at heights including the correct application of safety equipment. accurate interpretation of structural charts and structural plans (Site information) applying methods for making temporary connections of ropes using fibre and synthetic types correct application and use of all rigging and associated equipment risk assessment and hazard control strategies interpersonal and communication skills at a level sufficient to site/workplace requirements. This includes the relevant communication methods and equipment. verify problems and equipment faults and demonstrate appropriate response.
Required knowledge
Required knowledge for this unit is: appropriate mathematical procedures for estimation and measurement of loads ability to interpret manufacturer's specifications for all plant and equipment use in rigging operations knowledge of principles relating to all plant, equipment and structural stability knowledge of the types and functions of rigging, safety and associated equipment including an understanding of their limitations organisational and workplace standards, requirements, policies and procedures for rigging understanding of the hierarchy of hazard identification and control relevant Commonwealth, state or territory and local government OHS legislation, standards and codes of practice for undertaking rigging activities understanding of inspection and maintenance requirements of a wide range of appropriate plant and equipment in line with Australian Standards or manufacturer's specifications estimation of ground bearing pressures of the full range of soil types and associated ground conditions for setting up plant and equipment.

Evidence Guide

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	Successful assessment of this unit meets the competency requirement of the National Standard for licensing Persons Performing High Risk Work. State/Territory OHS regulators have mandated the use of Assessment Instruments and Instructions for Assessment for this unit which have been endorsed by the national body responsible for OHS matters
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: comply with OHS licensing legislation. effectively communicate and work safely with others in the work area. effectively conduct risk assessment and management procedures. effectively complete the following tasks: rig a span rope, or rig a flying fox, and install a swinging stage, or install a bosuns chair, and set up a gin pole and conduct a lift with a powered winch, and erect and dismantle a hung or suspended scaffold NB: All specifications for these performance tasks are detailed in the endorsed assessment instrument. effectively demonstrate the following knots, bends and hitches: Alpine hitch Bosun chair hitch Prusik hitch Figure eight effectively conduct pre and post operational checks of advanced rigging equipment.
Context of and specific resources for assessment	Assessment of the safe and effective application of knowledge and skill to workplace tasks (performance) must be undertaken using the endorsed Assessment Instrument. Assessment of performance must be undertaken either in the workplace or in a realistically simulated workplace setting. Assessors must ensure that the assessment in the workplace is organised to ensure that all the required equipment and materials and a suitable working area is made available to suit the assessment and the workplace. Assessment must occur under standard and authorised work practices, safety requirements and environmental constraints. Assessment is to comply with relevant appropriate standard requirements. Applicants must have access to: personal protective equipment (PPE) for the purpose of the Performance Assessment appropriate safety equipment is safe condition Appropriate rigging equipment, associated equipment associated plant in safe condition as described in the endorsed assessment instrument communication equipment (e.g. radios) where applicable appropriate materials as required for safe erection and dismantling of performance tasks appropriate materials for conducting fibre rope knots, bends and hitches.
Method of assessment	Assessment must be conducted using the endorsed Assessment Instruments. These Instruments provide advice on their application. The use of 'simulators' in the assessment of this unit of competency is not acceptable. Assessment may be in conjunction with the assessment of other units of competency. Assessment methods must confirm consistency and accuracy of performance together with application of underpinning knowledge. Assessment must confirm a reasonable inference that competency is not only able to be satisfied under the particular circumstance, but is able to be transferred to other circumstances.
Guidance information for assessment	Further information about endorsed Assessment Instruments may be obtained from state/territory OHS regulators.

Range Statement

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.
Hazards may include but are not limited to:	ground stability (e.g. ground condition, recently filled trenches, slopes) overhead hazards (e.g. power lines, service pipes) (NB: Minimum clearance distance from powerlines or electrical equipment as determined by relevant state authority or electrical supply authority) traffic (e.g. pedestrians, vehicles, other plant) insufficient lighting environmental conditions (e.g. wind, lightning, storms) other specific hazards (e.g. dangerous materials).
Hazard control measures:	Refers to the systematic process of eliminating or reducing the risk to personnel and property through the application of controls. It includes the application of the hierarchy of control, the six-step preference of control measures to manage and control risk: elimination substitution isolation engineering control measures using safe work practices personal protective equipment.
Appropriate standards may include:	codes of practice legislation Australian Standards manufacturer's specifications industry standards (where applicable).
Site information may include but is not limited to:	local conditions such as access and egress work method statements site-specific job safety analyses and other site specific documentation as required task plans /schedules and structural plans.
Forces and loads may include but are not limited to:	dead loads live loads static load dynamic loads wind loads.
Associated plant may include but is not limited to:	gin poles flying foxes shear legs cable ways guyed derricks structures, and suspended scaffolds fabricated hung scaffolds.
Appropriate personnel may include but not limited to:	engineers supervisors colleagues managers who are authorised to take responsibility for the workplace or operations.
Rigging equipment may include but is not limited to:	scaffolds elevated work platforms stages personnel box cantilevered crane loading platforms mast climbers safety screens and shutters cranes including but not limited to: non-slewing cranes mobile slewing cranes vehicle loading cranes tower cranes self-erecting tower cranes portal boom cranes derrick cranes bridge and gantry.
Associated equipment may include but not limited to:	all associated equipment at the basic and intermediate rigging level.
Procedures may include but not limited to:	manufacturer's guidelines (instructions, specifications or checklists) industry operating procedures, relevant codes of practice workplace procedures (work instructions, operating procedures, checklists).
Safety equipment may include but not limited to:	safety harness energy absorber lanyard inertia reel safety nets static lines.
Communication methods may include but are not limited to:	verbal and non-verbal language written instructions signage hand signals listening questioning to confirm understanding appropriate worksite protocol. NB: Mobile phones are not to be used for signalling purposes during the rigging process.
Appropriate personnel may include but are not limited to:	other riggers doggers crane operators.
Communication equipment may include but is not limited to:	fixed channel two-way radios.
Hazard prevention/control measures may include but are not limited to:	safety tags on electrical switches/isolators powerlines are insulated safety observer used inside exclusion zone power disconnected traffic barricades and control pedestrian barricades trench covers movement of obstructions personal protective equipment adequate illumination.
Ground suitability may include but not limited to:	rough uneven ground backfilled ground soft soils hard compacted soil rock bitumen concrete suspended concrete floors building roofs landings ground bearing pressure.
Temporary connections may include but not limited to:	knots bends hitches whipping.
Flexible Steel Wire Rope (FSWR) includes:	identification, uses and connections. May include termination for: static lines guys purchase systems lashing cranes hoist and winch ropes.

Unit Sector(s)

Unit sector	Construction

Co-requisite units

Co-requisite units	Nil

Functional area

Functional area

CPCCOHS1001A Work safely in the construction industry

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit of competency specifies the outcomes required to undertake Occupational Health and Safety (OHS) induction training within the construction industry. It requires the ability to demonstrate personal awareness of OHS legislative requirements, and the basic principles of risk management and prevention of injury and illness in the construction industry. Licensing requirements will apply to this unit of competency depending on the regulatory requirements of each jurisdiction.

Application of the Unit

Application of the unit	This unit of competency supports the attainment of the basic OHS knowledge required prior to undertaking designated work tasks within any of the sectors within the construction industry. The unit relates directly to the general induction training program specified by the National Code of Practice for Induction for Construction Work (ASCC 2007).

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify OHS legislative requirements.	1.1. Applicable OHS legislative requirements relevant to own work, role and responsibilities are identified and explained. 1.2. Duty of care requirements are identified. 1.3. Own responsibilities to comply with safe work practices are identified and explained.
2. Identify construction hazards and control measures.	2.1. Basic principles of risk management are identified. 2.2. Common construction hazards are identified and discussed. 2.3. Measures for controlling hazards and risks are identified.
3. Identify OHS communication and reporting processes.	3.1. OHS communication processes, information and documentation are identified and discussed. 3.2. Role of designated OHS personnel is identified and explained. 3.3. Safety signs and symbols are identified and explained. 3.4. Procedures and relevant authorities for reporting hazards, incidents and injuries are identified.
4. Identify OHS incident response procedures.	4.1. General procedures for responding to incidents and emergencies are identified and explained. 4.2. Procedures for accessing first aid are identified. 4.3. Requirements for the selection and use of relevant personal protective equipment are identified and demonstrated. 4.4. Fire safety equipment is identified and discussed.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills for this unit are: communication skills to: clarify OHS legislative requirements verbally report construction hazards and risks ask effective questions relay information to others discuss OHS issues and information comprehension skills to: explain the basic OHS legislative requirements which will be applicable to own work explain the meaning of safety signs and symbols identify common construction hazards discuss the basic principles of risk management.
Required knowledge
Required knowledge for this unit is: applicable Commonwealth, State or Territory OHS legislation, regulations, standards, codes of practice and industry standards/guidance notes relevant to own work, role and responsibilities basic principles of risk management and assessment for construction work common construction hazards common construction safety signage and its meanings general construction emergency response and evacuation procedures general construction work activities that require licenses, tickets or certificates of competency general first aid response requirements general procedures for raising OHS issues general procedures for reporting OHS hazards, accidents, incidents, emergencies, injuries, near misses and dangerous occurrences general procedures for responding to hazards, incidents and injuries general workers' compensation and injury management requirements OHS hierarchy of controls OHS responsibilities and rights of duty holders, including: persons in control of construction work/projects employers and self-employed persons supervisors employees designers inspectors manufacturers and suppliers own responsibilities to comply with safe work practices relating to: housekeeping identification of hazards preventing bullying or harassment smoking use of amenities use of drugs and alcohol role of OHS committees and representatives types of common personal protective equipment and fire safety equipment types of OHS information and documentation.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence must confirm personal awareness of the following: applicable OHS legislative and safety requirements for construction work including duty of care the range of common construction hazards and procedures for the assessment of risk and application of the hierarchy of control OHS communication processes, information and documentation including the role of OHS committees and representatives, the meaning of common safety signs and symbols, and procedures for reporting hazards, incidents and injuries general procedures for responding to incidents and emergencies including evacuation, first aid, fire safety equipment and PPE.
Context of and specific resources for assessment	Resources must be available to support the program including participant materials and other information or equipment related to the skills and knowledge covered by the program. It is recommended that the assessment tool designed specifically to support this unit of competency will provide consistency in assessment outcomes. Where applicable, physical resources should include equipment modified for people with disabilities Access must be provided to appropriate assessment support when required. Assessment processes and techniques must be culturally appropriate, and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in such a manner as is appropriate to the oracy, language and literacy levels of the operator, any cultural issues that may affect responses to the questions, and reflecting the requirements of the competency and the work being performed.
Method of assessment	Assessment methods may include more than one of the following: practical assessment oral questioning written test work-based activities simulated project based activity

Range Statement

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.
OHS legislative requirements relate to:	Australian standards construction industry OHS standards and guidelines duty of care health and safety representatives, committees and supervisors licences, tickets or certificates of competency National Code of Practice for Induction Training for Construction Work national safety standards OHS and welfare Acts and regulations safety codes of practice.
Duty of care requirements relate to:	legal responsibility under duty of care to do everything reasonably practicable to protect others from harm own responsibilities to comply with safe work practices, including activities that require licences, tickets or certificates of competency relevant state OHS requirements, including employers and self-employed persons, persons in control of the work site, construction supervisors, designers, manufacturers and suppliers, construction workers, subcontractors and inspectors.
Safe work practices include:	access to site amenities, such as drinking water and toilets general requirements for safe use of plant and equipment general requirements for use of personal protective equipment and clothing housekeeping to ensure a clean, tidy and safer work area no drugs and alcohol at work preventing bullying and harassment smoking in designated areas storage and removal of debris.
Risk relates to:	likelihood of a hazard causing injury or harm.
Principles of risk management include:	assessing the risks involved consulting and reporting ensuring the involvement of relevant workers controlling the hazard identifying hazards reviewing to identify change or improvement.
Hazard relates to:	any thing (including an intrinsic property of a thing) or situation with the potential to cause injury or harm.
Common construction hazards include:	confined spaces electrical safety excavations, including trenches falling objects hazardous substances and dangerous goods HIV and other infectious diseases hot and cold working environments manual handling noise plant and equipment traffic and mobile plant unplanned collapse ultraviolet (UV) radiation working at heights.
Measures for controlling risk to eliminate or minimise hazards in accordance with the hierarchy of control include:	elimination substitution isolation engineering control administrative control personal protective equipment.
OHS communication processes include:	discussions with OHS representatives OHS meetings OHS notices, newsletters, bulletins and correspondence OHS participative arrangements processes for raising OHS issues toolbox talks workplace consultation relating to OHS issues and changes.
OHS information and documentation includes:	accident and incident reports Acts and regulations Australian standards codes of practice construction documentation and plans emergency information contact evacuation plans guidance notes job safety analyses labels material safety data sheets (MSDS) proformas for reporting hazards, incidents and injuries reports of near misses and dangerous occurrences risk assessments safe work method statements safety meeting minutes site safety inspection reports.
Designated OHS personnel includes:	first aid officers OHS committee members OHS representatives supervisors.
Safety signs and symbols include:	emergency information signs (e.g. exits, equipment and first aid) fire signs (e.g. location of fire alarms and firefighting equipment) hazard signs (e.g. danger and warning) regulatory signs (e.g. prohibition, mandatory and limitation or restriction) safety tags and lockout (e.g. danger tags, out of service tags).
Relevant authorities include:	emergency services (e.g. police, ambulance, fire brigade and emergency rescue) OHS regulatory authority supervisor.
Incidents include:	accidents resulting in personal injury or damage to property near misses or dangerous occurrences which do not cause injury but may pose an immediate and significant risk to persons or property, and need to be reported so that action can be taken to prevent recurrence, for example: breathing apparatus malfunctioning to the extent that the user's health is in danger collapse of the floor, wall or ceiling of a building being used as a workplace collapse or failure of an excavation more than 1.5 metres deep (including any shoring) collapse or partial collapse of a building or structure collapse, overturning or failure of the load bearing of any scaffolding, lift, crane, hoist or mine-winding equipment damage to or malfunction of any other major plant electric shock. electrical short circuit, malfunction or explosion uncontrolled explosion, fire or escape of gas, hazardous substance or steam any other unintended or uncontrolled incident or event arising from operations carried on at a workplace.
General procedures for responding to incidents and emergencies include:	basic emergency response (keep calm, raise alarm, obtain help) evacuation notification of designated OHS personnel and authorities notification of emergency services (e.g. when and how) referring to site emergency plans and documentation.
Emergencies include:	chemical spill fire injury to personnel structural collapse toxic and/or flammable vapours emission vehicle/mobile plant accident.
Personal protective equipment includes:	aprons arm guards eye protection gloves hard hat hearing protection high visibility retro reflective vests protective, well fitting clothing respiratory protection safety footwear UV protective clothing and sunscreen.
Fire safety equipment includes:	breathing apparatus fire blankets firefighting equipment.

Unit Sector(s)

Unit sector	Construction

Co-requisite units

Co-requisite units	Nil

Functional area

Functional area

CPCCSC2002A Erect and dismantle basic scaffolding

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit of competency specifies the outcomes required to erect and dismantle a range of modular scaffolding systems to provide work platforms for construction purposes. It includes edge protection, access ways and falsework (scaffold support systems for formwork).

Application of the Unit

Application of the unit	This unit supports the attainment of skills and knowledge to erect and dismantle a range of basic scaffolding systems, which includes working with others and as a member of a team.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units
CPCCOHS2001A	Apply OHS requirements, policies and procedures in the construction industry

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan and prepare.	1.1. Work instructions, including plans, specifications, quality requirements and operational details are obtained from relevant information, confirmed and applied to the scope of work performed. 1.2. Safety (OHS) requirements are followed in accordance with safety plans and policies. 1.3. Signage and barricade requirements are identified and implemented. 1.4. Plant, tools and equipment selected to carry out tasks are consistent with the requirements of the job, checked for serviceability and any faults or concerns regarding quality requirements are rectified or reported prior to commencement. 1.5. Materials appropriate to the work application are identified, obtained, prepared, safely handled and located ready for use. 1.6. Environmental requirements are identified for the project in accordance with environmental plans and statutory and legislative authority obligations and applied.
2. Whip, tie, splice and inspect ropes.	2.1. Whipping cord and fibre rope are inspected for damage and wear. 2.2. Designated rope ends are whipped in accordance with regulations and project specifications. 2.3. Designated rope ends are spliced in accordance with regulations and project specifications. 2.4. Bends and hitches are applied and inspected in accordance with project specifications.
3. Erect scaffolding.	3.1. Purpose for scaffolding is confirmed and associated work tasks are identified. 3.2. Expected loading on scaffold and supporting structure is determined using load tables and manufacturer specifications. 3.3. Site access and egress routes are identified. 3.4. Scaffolding and components are selected and inspected, and damaged components are labelled and rejected. 3.5. Sole board/base plate is selected in accordance with regulations, legislation, codes of practice and manufacturer specifications. 3.6. Scaffolding is set out and erected in accordance with regulatory and manufacturer requirements. 3.7. Static lines are erected and installed where specified in accordance with regulatory requirements. 3.8. Lifting device is assembled and erected where specified.
4. Inspect, repair and alter erected scaffolding.	4.1. Erected modular scaffolding is inspected for damage, corrosion, wear and compatibility. 4.2. Current use of scaffolding is checked against original design and is in accordance with regulations and specifications. 4.3. Scaffolding stability is inspected and confirmed. 4.4. Alteration or repair is carried out where specified. 4.5. Inspection log and handover is completed and dated, ready for signing by a certified scaffolder.
5. Dismantle scaffolding.	5.1. Scaffolding is isolated and appropriately signed and barricaded to ensure safe dismantling. 5.2. Scaffolding is dismantled using reverse procedure as for erection.
6. Clean up.	6.1. Work area is cleared and materials disposed of, reused or recycled in accordance with legislation, regulations, codes of practice and job specification. 6.2. Plant, tools and equipment are cleaned, checked, maintained and stored in accordance with manufacturer recommendations and standard work practices.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills for this unit are: communication skills to: determine requirements follow instructions read and interpret: documentation from a variety of sources drawings and specifications report faults use language and concepts appropriate to cultural differences use and interpret non-verbal communication, such as hand signals written skills to complete inspection log and handover identifying and accurately reporting to appropriate personnel any faults in tools, equipment or materials numeracy skills to apply measurements and calculations organisational skills, including the ability to plan and set out work teamwork skills to work with others to action tasks and relate to people from a range of cultural and ethnic backgrounds and with varying physical and mental abilities technological skills to: use a range of mobile technology, such as two-way radio and mobile phones voice and hand signals to access and understand site-specific instructions.
Required knowledge
Required knowledge for this unit is: general construction terminology job safety analysis (JSA) and safe work method statements lifting devices material safety data sheets (MSDS) materials storage and environmentally friendly waste management plans, drawings and specifications plant, tools and equipment types, characteristics, uses and limitations processes for the calculation of material requirements quality requirements relevant Acts, regulations and codes of practice scaffolding equipment and techniques workplace and equipment safety requirements.

Evidence Guide

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	This unit of competency could be assessed in the workplace or a close simulation of the workplace environment, provided that simulated or project-based assessment techniques fully replicate construction workplace conditions, materials, activities, responsibilities and procedures.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: locate, interpret and apply of relevant information, standards and specifications comply with site safety plan and OHS legislation, regulations and codes of practice applicable to workplace operations comply with organisational policies and procedures, including quality requirements safely and effectively use tools, plant and equipment communicate and work effectively and safely with others complete whipping, splicing, tying and inspecting of five fibre ropes in accordance with regulations complete planning, erection and dismantling of a modular scaffolding system, in accordance with JSA and safe work method statements and regulations, including a minimum of: five bays with an internal and external return four lifts, including ties ladder and stair access fall and edge protection.
Context of and specific resources for assessment	This competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints. Assessment of essential underpinning knowledge will usually be conducted in an off-site context. Assessment is to comply with relevant regulatory or Australian standards' requirements. Resource implications for assessment include: an induction procedure and requirement realistic tasks or simulated tasks covering the mandatory task requirements relevant specifications and work instructions tools and equipment appropriate to applying safe work practices support materials appropriate to activity workplace instructions relating to safe work practices and addressing hazards and emergencies material safety data sheets research resources, including industry related systems information. Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Construction, Plumbing and Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments. Validity and sufficiency of evidence requires that: competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice, with a decision on competency only taken at the point when the assessor has complete confidence in the person's demonstrated ability and applied knowledge all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. Supplementary evidence of competency may be obtained from relevant authenticated documentation from third parties, such as existing supervisors, team leaders or specialist training staff.

Range Statement

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.
Information includes:	diagrams or sketches instructions issued by authorised organisational or external personnel manufacturer specifications and instructions, where specified MSDS memos regulatory and legislative requirements pertaining to erecting and dismantling modular scaffolding relevant Australian standards safe work procedures relating to erecting and dismantling modular scaffolding signage verbal, written and graphical instructions work bulletins work schedules, plans and specifications.
Scope of work:	planning and preparation includes work site inspection, equipment defect identification, assessment of conditions and hazards, and determination of work requirements erection of scaffolding is to include placement, sequencing, squaring, levelling, tying to structure, and the reverse for dismantling purposes of scaffolding include provision of work platforms, edge protection, access ways, falsework, grandstands and covered walkways lifting devices include cantilevered hoists and gin wheels establishment of footings includes review of JSA and safe work method statements to determine the bearing capacity of ground or working surfaces whipping methods include common, west countryman, American and sail makers splicing methods include end splice and eye splice types of bends and hitches include clove hitch around a tube, rolling hitch around a tube, single bow line, timber hitch and half hitch around a plank, and sheet bend to another rope alteration and repair may be required due to storm damage, accidents, misuse and process changes.
Safety (OHS) is to be in accordance with state and territory legislation and regulations and project safety plan and may include:	emergency procedures, including extinguishing fires, organisational first aid requirements and evacuation handling activities that may require the assistance of others or the use of manual or mechanical lifting devices where size, weight or other issues, such as a disability are a factor hazard control hazardous materials and substances, including cement and curing agents organisational first aid PPE prescribed under legislation, regulations and workplace policies and practices safe operating procedures, including the conduct of operational risk assessment and treatments associated with: earth leakage boxes lighting power cables, including overhead service trays, cables and conduits restricted access barriers surrounding structures traffic control trip hazards working at heights work site visitors and the public working in confined spaces working in proximity to others use of firefighting equipment use of tools and equipment workplace environmental requirements and safety.
Tools and equipment:	include: adjustable base plates bends and hitches box spanners braces bracket scaffolds (tank and formwork) cantilevered hoists (materials only with maximum capacity of 500kg) couplers and accessories fibre ropes guard rails hammers ledgers mesh guards mid rails modular and prefabricated scaffolds podgers hammers prefabricated components scaffold belts scaffolding planks spirit levels stairs or ladders standards steel and aluminium tubes tape measures torpedo levels transoms wire nips wrenches may include: gin wheels safety nets shovels spanners static lines.
Quality requirements include relevant regulations, including:	Australian standards internal company quality policy and standards manufacturer specifications workplace operations and procedures.
Environmental requirements include:	clean-up management dust and noise vibration waste management.
Statutory and regulatory authorities include:	federal, state and local authorities administering the applicable Acts, regulations and codes of practice.

Unit Sector(s)

Unit sector	Construction

Functional area

Functional area

CPCCSF2001A Handle steelfixing materials

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit of competency specifies the outcomes required to handle, sort and store steelfixing materials. It includes identification of a range of commonly used materials; planning and preparation for work; safe and effective handling, sorting and storage of steelfixing materials; and completion of clean-up activities.

Application of the Unit

Application of the unit	This unit supports the attainment of skills and knowledge to safely and effectively handle and store a range of steelfixing materials, which includes working with others and as a member of a team.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units
CPCCOHS2001A	Apply OHS requirements, policies and procedures in the construction industry

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan and prepare.	1.1. Work instructions, including plans, specifications, quality requirements and operational details are obtained from relevant information, confirmed and applied to the scope of work performed. 1.2. Safety (OHS) requirements are followed in accordance with safety plans and policies. 1.3. Signage and barricade requirements are identified and implemented. 1.4. Tools and equipment are selected to carry out tasks are consistent with the requirements of the job, checked for serviceability and any faults are rectified or reported prior to commencement. 1.5. Environmental requirements are identified for the project in accordance with environmental plans and statutory and legislative authority obligations and applied.
2. Handle, sort and stack materials and components manually.	2.1. Materials and components are identified and checked for conformity to material schedule, plans, quality requirements and specifications. 2.2. Handling requirements of materials and components are identified and safe and effective handling techniques are applied. 2.3. Materials and components are sorted to suit material type and size and are stacked for ease of identification and retrieval for task sequence. 2.4. Materials and components are protected against physical damage and stacked/stored clear of trafficways. 2.5. Signage and barricades are erected where applicable to isolate stored materials from workplace traffic or access. 2.6. Dust suppression procedures are used to minimise health risk to work personnel and others.
3. Handle and remove waste safely.	3.1. Waste materials and components are handled correctly and safely according to material safety data sheets (MSDS) and requirements of regulatory authorities. 3.2. Hazardous material is identified for separate handling in accordance with regulatory requirements. 3.3. Non-toxic materials are removed using correct procedures.
4. Clean up.	4.1. Work area is cleared and materials disposed of, reused or recycled in accordance with legislation, regulations, codes of practice and job specification. 4.2. Tools and equipment are cleaned, checked, maintained and stored in accordance with manufacturer recommendations and standard work practices.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills for this unit are: communication skills to: determine requirements follow instructions read and interpret: documentation from a variety of sources drawings and specifications report faults use language and concepts appropriate to cultural differences use and interpret non-verbal communication, such as hand signals identifying and accurately reporting to appropriate personnel any faults in tools, equipment or materials organisational skills, including the ability to plan and set out work teamwork skills to work with others to action tasks and relate to people from a range of cultural and ethnic backgrounds and with varying physical and mental abilities technological skills to: use a range of mobile technology, such as two-way radio and mobile phones voice and hand signals to access and understand site-specific instructions.
Required knowledge
Required knowledge for this unit is: construction and steelfixing terminology job safety analysis (JSA) and safe work method statements materials storage and environmentally friendly waste management MSDS mechanical lifting techniques plans, drawings and specifications processes for the calculation of material requirements quality requirements site traffic management and storage principles steelfixing tools and equipment types, uses and limitations systems and techniques for the safe handling of materials types, uses, packaging arrangements and handling techniques for steelfixing materials workplace and equipment safety requirements.

Evidence Guide

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	This unit of competency could be assessed in the workplace or a close simulation of the workplace environment, provided that simulated or project-based assessment techniques fully replicate construction workplace conditions, materials, activities, responsibilities and procedures.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the ability to: locate, interpret and apply of relevant information, standards and specifications comply with site safety plan and OHS legislation, regulations and codes of practice applicable to workplace operations comply with organisational policies and procedures, including quality requirements safely and effectively use tools and equipment communicate and work effectively and safely with others individually, or as a part of a team, handle, sort and store the mandatory steelfixing materials listed in the range statement on a minimum of two occasions at two different sites dispose of waste and excess materials according to environmental protection requirements.
Context of and specific resources for assessment	This competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints. Assessment of essential underpinning knowledge will usually be conducted in an off-site context. Assessment is to comply with relevant regulatory or Australian standards' requirements. Resource implications for assessment include: an induction procedure and requirement realistic tasks or simulated tasks covering the mandatory task requirements relevant specifications and work instructions tools and equipment appropriate to applying safe work practices support materials appropriate to activity workplace instructions relating to safe work practices and addressing hazards and emergencies material safety data sheets research resources, including industry related systems information. Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Construction, Plumbing and Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments. Validity and sufficiency of evidence requires that: competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice, with a decision on competency only taken at the point when the assessor has complete confidence in the person's demonstrated ability and applied knowledge all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. Supplementary evidence of competency may be obtained from relevant authenticated documentation from third parties, such as existing supervisors, team leaders or specialist training staff.

Range Statement

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.
Information includes:	diagrams or sketches instructions issued by authorised organisational or external personnel manufacturer specifications and instructions, where specified MSDS memos regulatory and legislative requirements pertaining to handling steelfixing materials relevant Australian standards safe work procedures relating to handling steelfixing materials signage verbal, written and graphical instructions work bulletins work schedules, plans and specifications.
Scope of work:	steelfixing materials include wire ties, ligatures and spacer/spreader assemblies, deformed bars, plain rods, bar chairs, mesh sheets of plain bars and mesh sheets of deformed bars; and include scaffolding components, pipe sections and structural steel sections methods of protecting stacked/stored materials include covering, tying or banding, barricades, signs and locking away (hazardous materials) dust suppression procedures include spraying with water and covering waste material and debris include banding straps, broken or damaged goods, cardboard, plastic, paper and loose materials.
Safety (OHS) is to be in accordance with state and territory legislation and regulations and project safety plan and may include:	emergency procedures, including extinguishing fires, organisational first aid requirements and evacuation handling activities that may require the assistance of others or the use of manual or mechanical lifting devices where size, weight or other issues, such as a disability are a factor hazard control hazardous materials and substances, including cement and curing agents organisational first aid PPE prescribed under legislation, regulations and workplace policies and practices safe operating procedures, including the conduct of operational risk assessment and treatments associated with: cutting, grinding and welding equipment lighting power equipment power leads and sources trip hazards work site visitors and the public working in confined spaces working in proximity to others working with metals under stress use of firefighting equipment use of tools and equipment workplace environmental requirements and safety.
Tools and equipment include:	angle grinders bolt cutters general and hand power tools measuring tapes and rules mesh guillotines oxy-acetylene sets and cutting attachments reinforcement benders tie wire reels wire nippers.
Environmental requirements include:	clean-up management dust and noise stormwater protection waste management.
Statutory and regulatory authorities include:	federal, state and local authorities administering the applicable Acts, regulations and codes of practice.
Materials include:	labelling specialist material handling gloves.
Quality requirements include relevant regulations, including:	Australian standards internal company quality policy and standards manufacturer specifications workplace operations and procedures.

Unit Sector(s)

Unit sector	Construction

Functional area

Functional area

CUEAUD06B Apply a general knowledge of vision systems to work activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to provide assistance to audiovisual technicians. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Under the supervision of experienced technicians, trainees or junior staff members undertake the role outlined in this unit .They need a basic knowledge of the main types of vision systems and the procedures for tasks such as cabling and positioning of equipment. This unit has linkages to a range of other units and combined assessment and/or training may be appropriate, e.g.: CUETGE15B Handle physical elements safely during bump in/bump out.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Make preparations for simple vision system activities	1.1. Extract key information from installation/set up plans and confirm requirements with supervisor 1.2. Identify appropriate rigging/positioning points for vision systems 1.3. Correctly identify cables used to connect components Correctly identify and sort equipment in preparation for set up
2. Complete tasks using vision systems	2.1. Place equipment in the correct position according to supervisor's instructions and within licensing restrictions 2.2. Complete cabling of equipment according to supervisor's instructions and safety requirements 2.3. Finalise set-up tasks according to supervisor's instructions and safety requirements, and test operation 2.4. Identify any problems with equipment promptly, take action within scope of individual responsibility or report to supervising technician 2.5. Communicate appropriately with technicians, performers or customers during the completion of tasks

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
patching and operating commonly used signal processors the meaning and use of electrical measurements, including voltage, current resistance, power insulation and circuit continuity, having regard to magnitude, AC or DC, circuit state (energised or de-energised) literacy skills sufficient to extract key information from installation numeracy skills sufficient to count, sort and position equipment
Required knowledge
the general scope and potential of vision system operations within different contexts the relationship between vision system operations and other technical and performance areas, including sound, lighting and performance the key features, purpose and basic operating procedures of major types of AV equipment, including projectors (slide, video and data) different types of cable and their usage in different situations and for different types of equipment common formats of vision system plans and how these relate to practical work tasks legal and safety issues with regard to vision system operations as they affect individual workers common terminology used in relation to audiovisual operations general knowledge of power, including recognition of different power outlets and safe use of power extension leads

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: ability to complete a range of simple vision system tasks safely and in accordance with instructions introductory knowledge of the major types of vision systems, including key features and safety issues.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the completion of a range of preparatory and set up tasks with industry-current vision systems equipment project or work activities that allow knowledge to be applied to specific live production contexts and situations completion of tasks within workplace-realistic time constraints.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate working with equipment and completing tasks inspection of equipment set up by the candidate oral questioning/interviewing to assess knowledge of equipment and procedures review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: current and operational vision systems as specified in the Range Statement vision system plans or instructions.

Range Statement

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.
Vision system activities within this unit must include:	cabling of equipment, including making cables using connectors and crimping tools positioning of equipment testing the basic operation of equipment
Equipment may include:	35mm and 16mm projectors audio equipment, including: amp racks amplifiers cables compact disc players connectors effects and mixing desks equalisers feedback monitors microphones speakers tape recorders cables and wireless microphones computer-operated equipment digital and still cameras lighting equipment portable LCD and DLP projectors screens video players and monitors
Problems with equipment would be quite simple in nature and may include:	difficulties with positioning discrepancies within plans incorrect number of equipment pieces insufficient or wrong cabling not receiving signal from input devices to display/output devices problems with power source

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - vision systems

Co-requisite units

Co-requisite units

CUECOS02C Apply art finishing

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to interpret designs, production schedules and specifications, and to apply art finishing to items used within any production within the cultural industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People working in the areas of costume, props, set and scenic art manufacture apply the skills and knowledge outlined in this unit. This unit has linkages to a range of costume, props and set manufacturing units and combined assessment and/or training with those units is recommended, e.g.: CUECOS10B Make period costumes CUECOS11B Make character costumes.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine art finishing requirements	1.1. Interpret design into practical plans for art finishing in accordance with production requirements 1.2. Liaise with appropriate colleagues to ensure construction meets with design specifications and any amendments to design are approved before work proceeds 1.3. Establish art finishing requirements as required following consultation on design specifications 1.4. Select appropriate methods of art finishing through experimentation and testing of techniques 1.5. Select and source materials in accordance with production requirements
2. Apply art finishing methods to materials	2.1. Select and prepare appropriate tools and materials for the chosen art finishing method 2.2. Use tools and materials safely during the art finishing process correctly 2.3. Use and dispose of tools and materials in an environmentally responsible manner 2.4. Use art finishing techniques on raw materials and finished items in accordance with production/performer requirements 2.5. Promptly identify any problems with art finishing and take appropriate action to address these, including discussions with relevant colleagues

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
typical production requirements for art finishing, including the range of items for which art finishing may be required
Required knowledge
the effects of art finishing on various materials and fabrics in a performance context safety issues associated with different art finishing techniques sources of supply for art finishing materials and products common art finishing products, their accessibility and cost

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: ability to apply a range of finishing methods to items to meet production requirements knowledge of the scope of art finishing methods and their application in a performance context safe use of tools and materials.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the application of multiple art finishing methods to a range of production items.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using various art finishing techniques evaluation of items on which the candidate has completed art finishing, e.g. appropriateness of method, quality of finish oral or written questioning to assess knowledge of art finishing techniques and materials portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: items required for relevant art finishing methods as specified in the Range Statement raw materials/finished items for the application of art finishing.

Range Statement

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.
Art finishing may be applied to:	costume accessories costumes furniture millinery props sets
Production requirements to be considered in the planning and application of art finishing may include:	budget constraints how the item is to be used level of ongoing maintenance required number of times the item is to be used potential for production charges that may impact safety issues storage and transport constraints time constraints the person for whom the item is intended
Art finishing methods may include:	ageing appliquÃ© applying accessories to finished items beading breaking down dyeing hand/machine embroidery modern/antique pleating painting quilting screen printing stencilling
Materials may include:	electronics fabrics foam found objects latex leather metal paper/cardboard plastics straw vinyl
Environmentally responsible use of materials and tools may include consideration of:	appropriate disposal of waste minimising use of environmentally damaging products noise and odour impacts on others special disposal techniques for certain products
Relevant colleagues may include:	designers performers technical and production staff

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - costume

Co-requisite units

Co-requisite units

CUECOS10B Make period costumes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to interpret costume specifications and production schedules, and to produce period costumes for any production within the cultural industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Costume makers apply the skills and knowledge outlined in this unit. They could be working in a range of contexts - from large commercial productions in the entertainment and screen industries to amateur theatre. This unit has linkages to other costume units and combined assessment and/or training with those units may be appropriate, e.g.: CUECOS09B Develop and apply knowledge of costume.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Conduct research for period costume	1.1. Undertake appropriate research to identify the historical, cultural and other factors that might influence period costume styles, construction techniques and costume development 1.2. Analyse designs and text for period costume requirements, and identify the relationship between costumes and character portrayal and development 1.3. Gather various and appropriate research materials to develop knowledge of historical clothing in a performance context 1.4. Use research materials to interpret and adapt clothing styles for performance
2. Interpret brief for period costume design	2.1. Liaise with the relevant colleagues to confirm the period costume production requirements and gain approvals where required 2.2. Read and correctly interpret the costume production schedule, specifications and lists 2.3. Interpret design into practical plans for making period costumes in accordance with production requirements
3. Prepare for period costume construction	3.1. Select materials and methods of costume construction in accordance with production requirements and the factors affecting garments from particular periods 3.2. Take and record accurate measurements of performers to ensure correct fitting of costumes 3.3. Identify style and fabric characteristics which influence period costume construction and clarify any queries with relevant colleagues 3.4. Select appropriate grade plan or grade rule table
4. Make and grade patterns for period costumes	4.1. Produce or adjust pattern to required specifications, ensuring that patterns comply with: character and period costume and undergarment requirements; gender and figure proportions; and performance requirements 4.2. Grade pattern manually or by computer, adjusting design, maintaining accuracy and shape, notches, design proportion and other design requirements 4.3. Check pattern for accuracy and make any necessary adjustments 4.4. Store patterns in accordance with workplace procedures
5. Lay up and cut work for period costume	5.1. Establish the required meterage of fabric and other materials to minimise wastage 5.2. Check materials for quality, faults, width, selvedges, dye, lot and marking requirements 5.3. Identify and assemble appropriate base and outer fabrics for period costume 5.4. Lay up base and self fabrics and check alignment as necessary to ensure conformance to specifications 5.5. Cut materials to meet requirements of the pattern 5.6. Prepare fabric base and mount fabrics, as necessary, to achieve required stiffening or support effect
6. Sew and fit period costumes	6.1. Pin or sew fabric pieces and linings and hang, as appropriate, in readiness for assembly 6.2. Conduct fittings with performers and identify, record and action required adjustments and alterations 6.3. Sew costume pieces together to form the whole costume and attach all required trimmings, fasteners and decorations using appropriate techniques 6.4. Press finished period costume in accordance with requirements 6.5. Identify modifications to character and period costume in consultation with performer/cast and/or designer, where necessary 6.6. Correctly label and code all period costumes for identification during the production

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
numeracy skills sufficient to allow calculation of measurements, including ratios and percentages effective communication and interaction with performers and others during the preparation and making of costumes
Required knowledge
sources of information on period costume the features of clothing styles from a selection of periods use and properties (such as weight, pile, grain, and pattern shapes) of the different fabrics, materials and patterns which are regularly used in making period costumes techniques for period block construction and modification for men, women and children and for a selection of sizes sources and suppliers of materials, fabrics and trims typically used in period costume construction

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: ability to create period costumes, including corsetry and undergarments, male costume, female costume and pre-production toiles using techniques and materials specific to period costume knowledge of costume styles and features from a range of historical periods (these will vary depending on the job role).
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the production of period costume for a nominated production.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using techniques particular to period costume construction evaluation of period costumes produced by the candidate in relation to quality of construction oral questioning/interview to assess knowledge of period costume styles and techniques particular to those styles evaluation of drawings/sketches or specifications developed by the candidate third party reports and portfolios of evidence. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: costume designs or specifications from which the candidate can work materials and equipment used to produce period costumes.

Range Statement

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.
Research for period costume may include:	research on any aspect of period costume: construction design
Period costumes generally refers to costumes from past eras and must include:	male, female and child costumes pre-production toiles undergarments and corsetry.
Research materials may include:	coloured design illustrations digital images film, video history books original clothing from the period paintings and illustrations of the period photographs sample costumes sketches technical drawings from other productions the Internet writings of the period
Adaptation of clothing styles for performance may require consideration of:	budget and time constraints components construction methods context lighting maintenance and storage material types/constraints performance demands suitability to performer's physique
Relevant colleagues may include:	designers performers technical and production staff
Performance requirements may relate to:	continuity lighting movement quick changes special considerations special effects use of body doubles/second cast use of harness on performer during performance

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - costume

Co-requisite units

Co-requisite units

CUECOS11B Make character costumes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to make character costumes for any production within the cultural industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Costume makers apply the skills and knowledge outlined in this unit. They could be working in a range of contexts - from large commercial productions in the entertainment and screen industries to amateur theatre. In broad terms, character costume refers to any costume that incorporates significant elements beyond normal human clothing styles or which exaggerates normal human clothing styles, e.g. animal or fantasy costumes, clowns, bag lady. This unit has linkages to other costume units and combined assessment and/or training with those units may be appropriate, e.g.: CUECOS09B Develop and apply knowledge of costume.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Conduct character costume research	1.1. Undertake appropriate research to identify the historical, cultural and other factors that might influence character costume styles, construction techniques and costume development 1.2. Analyse designs for character costumes, and identify the relationship between costumes and character portrayal and development 1.3. Gather various and appropriate research materials to develop knowledge of character costume options
2. Interpret brief for character costume design	2.1. Liaise with the relevant colleagues to confirm the period costume production requirements and gain approvals where required 2.2. Read and correctly interpret the costume production schedule, specifications and lists 2.3. Interpret design into practical plans for making character costumes in accordance with production requirements
3. Prepare for character costume construction	3.1. Select materials and methods of costume construction in accordance with production requirements and the factors affecting the particular character 3.2. Identify and integrate health and safety considerations into costume planning 3.3. Take and record accurate measurements of performers to ensure correct fitting of costumes 3.4. Determine if scale prototype is required based on 3-dimensional (3D) reconstruction 3.5. Identify style and fabric characteristics which influence character costume construction and clarify any queries with relevant personnel 3.6. Select appropriate grade plan or grade rule table
4. Make and grade patterns for character costumes	4.1. Produce or adjust pattern to required specifications, ensuring that patterns comply with: gender and figure proportions and performance requirements 4.2. Grade pattern manually or by computer, adjusting design, maintaining accuracy and shape, notches, design proportion and other design requirements 4.3. Check pattern for accuracy and make any necessary adjustments 4.4. Store patterns in accordance with workplace procedures
5. Lay up and cut work for character costume	5.1. Establish the required meterage of fabric and other materials to minimise wastage 5.2. Check materials for quality, faults, width, selvedges, dye, lot and marking requirements 5.3. Identify and assemble appropriate base and outer fabrics 5.4. Lay up base and self fabrics and check alignment as necessary to ensure conformance to specifications 5.5. Cut materials to meet requirements of the pattern 5.6. Prepare fabric base and mount fabrics, as necessary, to achieve required stiffening or support effect
6. Sew and fit character costumes	6.1. Pin or sew fabric pieces and linings and hang, as appropriate, in readiness for assembly 6.2. Conduct fittings with performers and identify, record and action required adjustments and alterations 6.3. Sew costume pieces together to form the whole costume and attach all required trimmings, fasteners and decorations using appropriate techniques 6.4. Press finished character costume in accordance with requirements 6.5. Identify modifications to character costume in consultation with performer/cast and/or designer, where necessary

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
numeracy skills sufficient to allow calculation of measurements, including ratios and percentages effective communication and interaction with performers and others during the preparation and making of costumes
Required knowledge
sources of information on character costumes features of the more commonly required character costumes and construction techniques used for these, including animals and food use and properties (such as weight, pile, grain, and pattern shapes) of the different fabrics, materials and patterns which may be used for various character costumes sources and suppliers of materials, fabrics and trims which might be used in character costume construction

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: ability to create character costumes using techniques and materials specific to character costume knowledge of the range and type of character costumes that may be required by a production.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the production of character costumes for a production.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of character costumes produced by the candidate in relation to quality of construction oral questioning/interview to assess knowledge of character costume range evaluation of drawings/sketches or specifications developed by the candidate portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: costume designs or specifications from which the candidate can work materials and equipment used to produce character costumes.

Range Statement

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.
Character costumes may include:	animal fantasy inanimate objects, eg fruit, furniture, flowers science fiction
Research materials for character costumes may include:	books coloured design illustrations digital images film, video photographs sketches technical drawings from other productions the Internet
Adaptation of clothing styles for performance may require consideration of:	budget and time constraints components construction methods context lighting maintenance and storage material types/constraints performance demands suitability to performers physique
Relevant colleagues may include:	designers performers technical and production staff
Health and safety issues may include:	effects of different materials on the body possible allergic reactions the need for body cooling
Performance requirements may relate to:	continuity lighting movement quick changes special considerations special effects use of body doubles/second cast use of harness on performer during performance

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - costume

Co-requisite units

Co-requisite units

CUECOS12B Make costumes for dance and physical theatre

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to make costumes required for dance or any other performance that includes a high level of physical activity. As such it focuses on the particular knowledge, skills and techniques required to work with stretch fabrics and to adapt costumes for dance and other physical activities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Costume makers apply the skills and knowledge outlined in this unit. They could be working in a range of contexts - from large commercial productions in the entertainment and screen industries to amateur theatre. This unit has linkages to other costume units and combined assessment and/or training with those units may be appropriate, e.g.: CUECOS09B Develop and apply knowledge of costume.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Conduct research for dance and movement-wear	1.1. Undertake appropriate research to identify the historical, cultural and other factors that might influence styles, construction techniques and costume development in relation to dance and movement-wear 1.2. Analyse designs for dance and movement-wear, and identify the relationship between costumes and character portrayal and development 1.3. Gather various and appropriate research materials to develop knowledge of dance and movement-wear options
2. Interpret brief for dance and movement-wear	2.1. Liaise with the relevant colleagues to confirm the dance and movement-wear requirements and gain approvals where required 2.2. Read and correctly interpret the costume production schedule, specifications and lists 2.3. Interpret design into practical plans for making dance and movement-wear in accordance with production requirements
3. Prepare for construction of dance and movement-wear	3.1. Select materials and methods of costume construction in accordance with production requirements and the nature of the physical performance activity 3.2. Take and record accurate measurements of performers to ensure correct fitting of costumes 3.3. Correctly identify style and fabric characteristics which influence construction of dance and movement-wear and clarify any queries with relevant colleagues 3.4. Select appropriate grade plan or grade rule table
4. Make and grade patterns for dance and movement-wear	4.1. Produce or adjust pattern to required specifications, ensuring that patterns comply with: gender and figure proportions and performance requirements 4.2. Grade pattern manually or by computer, adjusting design, maintaining accuracy and shape, notches, design proportion and other design requirements 4.3. Check pattern for accuracy and make any necessary adjustments 4.4. Store patterns in accordance with workplace procedures
5. Lay up and cut work for dance and movement-wear	5.1. Establish the required meterage of fabric and other materials to minimise wastage 5.2. Check materials for quality, faults, width, selvedges, dye, lot and marking requirements 5.3. Identify and assemble appropriate base and outer fabrics 5.4. Lay up base and self fabrics and check alignment as necessary to ensure conformance to specifications 5.5. Cut materials to meet requirements of the pattern 5.6. Prepare fabric base and mount fabrics, as necessary, to achieve required stiffening or support effect
6. Sew and fit dance and movement-wear	6.1. Pin or sew fabric pieces and linings and hang, as appropriate, in readiness for assembly 6.2. Conduct fittings with performers and identify, record and action required adjustments and alterations 6.3. Sew costume pieces together to form the whole costume and attach all required trimmings, fasteners and decorations using appropriate techniques 6.4. Press finished costume in accordance with requirements 6.5. Identify modifications to character costume in consultation with performer/cast and/or designer, where necessary

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
numeracy skills sufficient to allow calculation, including ratios and percentages
Required knowledge
sources of information on dance and movement-wear the features of different types of dance and movement-wear use and properties (such as weight, pile, grain, and pattern shapes) of the different fabrics, materials and patterns which are regularly used in making dance and movement-wear techniques for working with stretch fabrics, including one-way and two-way stretch techniques for adapting standard clothing items for dance or physical activity, including shirts, jackets, trousers, dresses and skirts sources and suppliers of materials, fabrics and trims typically used in construction of dance and movement-wear

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: ability to create costumes for dance and physical theatre using techniques and materials specific to this type of costume knowledge of the range and type of dance and movement-wear that may be required by a range of productions.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the production of costumes for dance or physical theatre for a production.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of dance/physical theatre costumes produced by the candidate in relation to quality of construction oral questioning/interview to assess knowledge of dance/physical theatre costume range evaluation of drawings/sketches or specifications developed by the candidate portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: costume designs or specifications from which the candidate can work materials and equipment used to produce dance/physical theatre costumes.

Range Statement

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.
Dance and movement-wear may include:	allovers circus costumes classical and contemporary items leotards standard items adapted for dance and physical theatre stretch pants tutus
Research materials for dance and movement-wear may include:	books coloured design illustrations digital images film, video photographs sketches technical drawings from other productions the Internet
Relevant colleagues may include:	designers performers technical and production staff
Adaptation of clothing styles for performance may require consideration of:	budget and time constraints components construction methods context lighting maintenance and storage material types/constraints performance demands suitability to performers physique
Performance requirements may relate to:	nature of the physical activity, eg lifting in ballet quick changes continuity lighting special effects use of body doubles/second cast special considerations use of harness on performer during performance

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - costume

Co-requisite units

Co-requisite units

CUECOS13B Create theatrical millinery

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge to create a range of theatrical millinery items. As such it builds on the basic skills found in units from the LMT07 Textiles, Clothing and Footwear Training Package to capture the specific context of theatrical millinery production. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Costume makers and milliners apply the skills and knowledge outlined in this unit. They could be working in a range of contexts - from large commercial productions in the entertainment and screen industries to amateur theatre. This unit has linkages to a range of other costume units and combined assessment and/or training with those units may be appropriate. It is strongly recommended that this unit be assessed with or after relevant millinery units from the LMT07 Textiles Clothing and Footwear Training Package.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Confirm brief for theatrical millinery	1.1. Liaise with the relevant colleagues to confirm millinery requirements and gain approvals where required 1.2. Read and correctly interpret the costume production schedule, specifications and lists 1.3. Interpret design into practical plans for making millinery in accordance with production requirements 1.4. Select materials and methods of construction in accordance with production and performance requirements 1.5. Correctly identify style and fabric characteristics which influence construction of headwear and clarify any queries with relevant colleagues
2. Construct and fit theatrical millinery	2.1. Take and record accurate measurements of performers to ensure correct fitting of headwear 2.2. Use appropriate millinery construction techniques to create specialised theatrical millinery 2.3. Conduct fittings with performers and identify, record and action required adjustments and alterations 2.4. Attach all required trimmings, fasteners and decorations using appropriate techniques to achieve a quality finish 2.5. Identify and action modifications to millinery in consultation with performer/cast and/or designer, where necessary

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
construction techniques for specialised millinery items
Required knowledge
the role of millinery within the overall costume design and production process the scope of specialised millinery items that may be required for a cultural production, e.g. period, fantasy materials and fabrics used to create different effects and structures for specialised millinery items the link between performance requirements and the selection of construction processes and materials, e.g. physical movement, climate safety issues associated with the use of particular materials for millinery construction

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: ability to use a range of techniques and materials to create specialised theatrical millinery items knowledge of the range and type of specialised headwear that may be required by a production.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the creation of specialised millinery items for a production.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using techniques to create theatrical millinery items evaluation of items made by the candidate in terms of suitability for production and quality of construction and finishing case studies to assess ability to suggest construction processes in response to different types of costume brief oral or written questioning to assess knowledge of safety issues, scope of theatrical millinery and different construction techniques review of portfolios of evidence or third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: specialised materials and equipment for theatrical millinery.

Range Statement

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.
Equipment used in making millinery may include:	blocks glue guns hand-held cutting machine industrial/domestic irons and steamers industrial/domestic sewing machines and overlockers scissors steamer tools, e.g. wire cutters, bolt cutters, hammers, pliers
Materials for constructing hats may include:	buckram fabrics, e.g. felt, cloth foam found objects latex leather millinery canvas/Paris net plastics straw vinyl wire
Performance requirements may include:	continuity lighting movement physical attributes of performers quick changes special considerations, e.g. use of harness on performer during performance special effects use of doubles/second cast
Millinery construction techniques may include:	blocking felt hoods and capelines building a hat from straw braid covering and lining a moulding material fitting the hats making a wire foundation hat making period costume hat trimmings
Theatrical millinery refers to the range of specialised items that could be used in a production and may include:	bridal headdresses fantasy headwear head-dresses helmets period headwear special-purpose hats, e.g. military street hats

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - costume

Co-requisite units

Co-requisite units

CUECOS14B Construct hard and soft sculptured costume accessories

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to create costume accessories for any production within the cultural industries. It involves the creation of 2-dimensional (2D) and 3-dimensional (3D) objects constructed from materials other than fabric. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Costume makers apply the skills and knowledge outlined in this unit. They could be working in a range of contexts - from large commercial productions in the entertainment and screen industries to amateur theatre. This unit has linkages to a range of other costume and design units and combined assessment and/or training with those units may be appropriate, e.g.: CUECOS11B Make character costumes As this unit requires drawing skills it is recommended that it be assessed with or after the following unit: CUVCOR07A Use drawing techniques to represent the object or idea.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine costume accessory requirements	1.1. Interpret design sketches and other production documentation and liaise with other production personnel to determine the type of accessories required 1.2. Undertake research to establish the broad parameters for accessory construction, including availability of materials 1.3. Use research material appropriately to adapt styles for the particular production
2. Develop specifications for accessories	2.1. Conduct experimentation and testing to determine the appropriate equipment, tools, materials and techniques 2.2. Determine correct quantity and cost of materials required for construction with consideration of efficient use of resources 2.3. Produce accurate working drawings and specifications for accessories 2.4. Negotiate requirements for assistance with manufacture by other departments or personnel where necessary
3. Construct hard and/or soft sculpture accessories	3.1. Construct accessories in accordance with design specification and requirements 3.2. Use appropriate methods and techniques to achieve required dimensions and shape in accordance with the style of accessory to be constructed 3.3. Use all equipment, tools and materials in accordance with occupational health and safety procedures and environmental considerations 3.4. Liaise with appropriate colleagues to evaluate accessories
4. Complete accessories and costumes	4.1. Conduct fittings and identify, record and action required adjustments 4.2. Attach trims and finish accessories and costumes in accordance with specifications and the run of the show

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
typical materials used to create hard and soft sculptured accessories, including their use and properties producing and modifying technical drawings and illustrations
Required knowledge
techniques for working with materials used for hard and soft sculptured accessories sources for materials typically used in a performance context innovative and experimental pattern making techniques in 2D and 3D

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: ability to use a range of construction techniques to produce 2D and 3D products for use as accessories knowledge of materials and techniques typically used in the construction of different types of accessories.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the production of hard and soft sculptured accessories for a production.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of accessories created by the candidate in relation to creative and production quality oral questioning/interview aimed at evaluating the processes used in developing accessory specifications evaluation of sketches, drawings or specifications developed by the candidate third party reports and portfolios of evidence. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: costume designs from which the candidate can develop specifications and undertake construction equipment, tools and materials used for construction of 2D and 3D objects.

Range Statement

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.
Production documentation may include:	breakdown lists call sheets design specifications performance outline, eg script plots
Relevant colleagues/personnel may include:	designers performers technical and production staff
Hard and soft sculptured accessories may include:	badges/medals bags belts codpieces cravats footwear gloves jewellery patch boxes pins snuffboxes
Research may include:	contact with specialist associations and organisations reading newspapers, books and other references talking and listening to experts use of the internet watching films and videos
Materials used in hard and soft sculpture may include:	clay foam knitted latex leather non-woven plastics recycled materials/objects vinyl wire woven
Research materials may include:	books and references film Internet painting and illustrations photographs specific writings video
Performance and performers' costume requirements may relate to:	continuity harnesses lighting movement physical attributes of performers quick changes use of doubles/second cast
Production requirements may relate to:	budgetary and time constraints considerations such as harnesses lighting maintenance performance requirements physical attributes of the performers run of the show use of multiples

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - costume

Co-requisite units

Co-requisite units

CUECOS15B Construct hard and soft sculptured specialised costumes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to construct costumes where products other than fabric are an integral part of the costume design. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine requirements for specialised costumes.	1.1. Interpret design sketches and other production documentation and liaise with other production personnel to determine the need for specialised costumes. 1.2. Undertake research to establish the broad parameters for costume construction, including availability of materials. 1.3. Use research material to appropriately adapt styles for the particular production.
2. Develop specifications for specialised costumes.	2.1. Conduct experimentation and testing to determine the appropriate equipment, tools, materials and techniques. 2.2. Determine correct quantity and cost of materials required for construction with consideration of efficient use of resources. 2.3. Produce accurate working drawings and specifications for specialised costumes. 2.4. Negotiate requirements for assistance with manufacture by other departments or personnel where necessary.
3. Construct specialised costumes.	3.1. Take and accurately record performer's measurements. 3.2. Develop pattern shapes appropriately to meet design specifications. 3.3. Identify performance and performers' costume requirements to ensure that costume construction is practical and appropriate to the performance. 3.4. Select materials for supports and bases to meet production requirements. 3.5. Construct internal supports, fabric base and outer costume to achieve the requirements and specifications of performance, performers and design.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Typical problems and challenges encountered with specialised costume construction, including issues surrounding the need for costumes to withstand the demands of performance, comfort of the performer and use of costume doubles.
Required knowledge
overview of the scope of the types of specialised costumes that can be constructed different materials, their properties and uses in specialised costume construction techniques for working with materials other than fabric in costume construction, including moulding and the integration of different materials and fabrics within the overall construction.

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: ability to use appropriate techniques to construct costumes which incorporate materials other than fabric knowledge of different materials and how to use these in costume construction.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the production of specialised costumes for an actual production.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of costumes created by the candidate in relation to creative and production quality oral questioning/interview aimed at evaluating the processes used in developing costume specifications evaluation of sketches, drawings or specifications developed by the candidate third party reports and portfolios of evidence. Assessment methods should closely reflect workplace demands and the needs of particular groups (eg people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling). Assessment of this unit requires access to: costume designs from which the candidate can develop specifications and undertake construction equipment, tools and materials used for construction of specialised costumes.
Guidance information for assessment	This unit has linkages to a range of other costume units and combined assessment and/or training with those units may be appropriate, eg: CUECOS02C Apply art finishing

Range Statement

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.
Specialised costumesÂ may include:	abstract costumes armoury distorted human human puppet costumes industrial textiles latex science fiction.
MaterialsÂ that may need to be incorporated into the costume may include:	clay composite fabric foam industrial textiles latex plastics surgical textiles vinyl wire.

Unit Sector(s)

Unit sector	Visual communication - costume

Competency field

Competency field

Co-requisite units

Co-requisite units

CUECOS302A Dress performers

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to prepare and maintain costume items, and dress performers, throughout any production within the cultural industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit describes the skills and knowledge required to dress performers for any production within the cultural industries and undertake relevant preparatory tasks. Wardrobe personnel in the process of learning more advanced costume production skills may undertake this role in other contexts where there is a dedicated job role of 'dresser'.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to dress performers	1.1. Interpret production or other documentation accurately to determine relevant costume requirements 1.2. Ensure that costume and accessory labels are accurate and securely attached and re-label where necessary 1.3. Ensure relevant costumes, items and accessories will be available at the appropriate location at the appropriate time, ensuring costumes are handled with care to minimise damage 1.4. Organise all costumes, accessories and any duplicates required into a line up to meet the requirements of the production schedule/running sheet 1.5. Make costumes available to performers in sufficient time to allow for their dressing to meet the call 1.6. Secure all costume items and accessories to minimise theft or damage before, during and after the production
2. Dress performer ready for call	2.1. Assist the performer to dress and change costumes in accordance with design, performer and production requirements, with minimum damage to costume 2.2. Treat performers with tact and sensitivity to ensure their personal privacy is maintained 2.3. Conform with performer requests relating to costume requirements or accurately communicate these to relevant personnel 2.4. Complete dressing of performers in time to meet their calls whilst giving due attention to the care requirements of all costume items 2.5. Check costumes to ensure that they fit securely, are comfortable for the performer and meet the production requirements 2.6. Promptly identify any problems and take appropriate action to rectify 2.7. Observe production etiquette and protocols throughout the dressing process 2.8. Use all equipment safely and in accordance with any manufacturer instructions throughout the dressing process

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to relate with performers during dressing literacy skills sufficient to read and interpret production documentation, costume labels and costume care instructions negotiation skills sufficient to deal with conflict situations numeracy skills sufficient to interpret measurement charts planning and organising skills sufficient to manage time effectively
Required knowledge
etiquette and protocols in relation to the dressing of performers film and television production schedule terminology format and meaning of production documentation used by dressers machine and hand sewing and methods of altering costumes OHS legislation/regulations that affect the dresser (hygiene&use of equipment) principles and techniques of costume construction and fitting properties of different fabrics, and how they should be handled properties of different types of costumes and how they should be handled

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to accurately interpret dressing requirements and to dress performers to meet those requirements within workplace realistic timeframes and without damage to costumes application of organisational skills to facilitate efficient preparation for the dressing process. This unit of competence applies to a range of industry sectors. The focus of assessment will depend on the industry sector. Assessment must be customised to meet the needs of the particular sector in which performance is being assessed. Assessment should only address those variable circumstances, listed in the range of variables statements, which apply to the chosen context.
Context of and specific resources for assessment	Assessment must ensure: access to a range of equipment as listed in the Range Statement of this unit access to costumes, production documentation that specifies dressing/costume requirements and performers to be dressed access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation of the candidate dressing performers and making relevant preparations oral questioning/interviewing to assess knowledge of issues to be considered when dressing performers, including care requirements for particular types of costumes review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUECOS303A Modify, repair and maintain costumes.

Range Statement

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.
Production or other documentation may include:	call/running sheets confirmation of receipt and dispatch notes continuity reports/checklists costume breakdown lists costume design costume plots descriptive costume checklists hire agreements manufacturer specifications/instructions measurement charts memos of instruction production schedules scripts
Costumes may include:	accessories character costumes contemporary wear dance wear female, male and child costumes hard and soft sculpture costumes millinery period costumes tailored costumes
Production may include:	commercials documentaries feature films filmed events or performances live events/entertainment/performance live or pre-recorded television productions music video short films stage performances television productions of any type (e.g. music, drama, comedy, variety, sport)
Design, performance and production requirements may include:	continuity continuity aids (labels, photographs, polaroids) costume requirements: daily for the run of a production scene by scene particular performer issues production environments: dressing room on location (interior, exterior) outside broadcast soundstage stage/theatre/venue studio repairs (hand/machine sewn, patching) special fitting requirements/security of fitting special handling stocks (e.g. brush, dry-cleaning fluid, dulling spray, glues, safety pins, starch, water sprays) timing and speed
Relevant personnel may include:	costume production staff designer (costume, production) director (photography, technical) extra floor manager head of department performer producer supervisor technical and specialist staff wardrobe department personnel

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - costume

Co-requisite units

Co-requisite units

CUECOS303A Modify, repair and maintain costumes

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to assist in altering, repairing and maintaining costumes for any production within the cultural industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit describes the skills and knowledge required to alter, repair and maintain costumes under the supervision of senior costume personnel for any production within the cultural industries. It includes fundamental sewing and costume maintenance techniques.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Complete simple costume alterations	1.1. Set up and adjust equipment and work station in accordance with workplace procedures or construction requirements, ensuring appropriate and compatible equipment and accessories are used 1.2. Complete simple costume modifications in accordance with requirements for quality, personal safety and speed of work 1.3. Inspect sewn pieces, identify any faults and take action to rectify any faults according to workplace procedures or construction requirements
2. Undertake repairs	2.1. Assess costumes and liaise with relevant personnel to determine requirements for repairs 2.2. Prepare costumes, materials and equipment in an appropriate manner for repairs 2.3. Complete repairs to restore costumes to optimum condition
3. Launder, press or otherwise service costumes	3.1. Inspect costume components and determine appropriate laundering, press or servicing process 3.2. Identify and rectify any faults, spots or marks using appropriate equipment and/or chemicals 3.3. Wash and press any costumes in accordance with the care instructions for the fabric, ensuring that delicate or problem fabrics are serviced with care 3.4. Make necessary arrangements for the special laundering or dry cleaning of costumes and document the dispatch and collection of costumes 3.5. Ensure that costumes are accurately labelled, coded and stored in accordance with workplace or production requirements 3.6. Complete documentation in accordance with workplace or production requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret production documentation, costume labels and costume care instructions planning and organising skills sufficient to maintain production documentation and transfer information problem solving skills sufficient to identify/apply appropriate testing techniques teamwork skills sufficient to work as part of a production team and seek guidance from appropriate work colleagues technical skills sufficient to carry out costume maintenance and repairs to required workplace standards
Required knowledge
basic sewing techniques, including hand sewing and the manipulation of fabric through a sewing machine broad knowledge of cleaning agents and the effect they have on a range of fabrics/materials, including those that are fragile and easily damaged broad knowledge of costume repair techniques and their applications different roles/responsibilities of people working within a wardrobe department OHS requirements for the safe use of sewing machines and other equipment the use, properties and care of different fabrics and materials regularly used in making costumes and how they react to laundering, dry cleaning or spot cleaning typical labelling and storage systems for costumes

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to assess costumes for maintenance or repair and to ensure quality of finished costume ability to use techniques to repair and restore costumes to optimum condition knowledge of different repair and maintenance techniques for different types of fabrics and costumes. This unit of competence applies to a range of industry sectors. The focus of assessment will depend on the industry sector. Assessment must be customised to meet the needs of the particular sector in which performance is being assessed. Assessment should only address those variable circumstances, listed in the range of variables statements, which apply to the chosen context.
Context of and specific resources for assessment	Assessment must ensure: access to a range of equipment typically found within a wardrobe department and as listed in the Range Statement of this unit (including industrial sewing machines) access to an environment where different types of costumes can be modified, repaired and maintained within commercially realistic timeframes access to costumes requiring modification, repair or maintenance access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies and problem solving exercises to determine ability to respond appropriately to different repair and modification needs evaluation of costumes repaired, maintained or modified by the candidate oral questioning/interviewing to assess knowledge of fabric types and different sewing techniques review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUECOR02C Work with others CUECOS302A Dress performers.

Range Statement

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.
Appropriate and compatible equipment may include:	dressmaker's dummies glue guns industrial/domestic irons and steamers scissors tools (e.g. wire cutters, bolt cutters, hammers, pliers) washing machines and dryers
Costume modifications may include:	hemming maintaining the standard of the overall costume repairing closures repairing fabric tears/seams replacing buttons and trimmings replacing parts of costumes (e.g. cuffs, collars, linings) taking in/letting out
Costumes may include:	accessories character costumes contemporary wear corsetry costume jewellery dance wear female, male, child and animal costumes hard and soft sculpture costumes millinery padding period costumes pre-production toiles tailored costumes undergarments
Relevant personnel may include:	costume designer costume production staff other specialist staff wardrobe department personnel wardrobe supervisor/manager
Workplace or production requirements may include:	costume making, e.g.: basic styles (pants, shorts, skirts, blouses) hand made or machine sewn tailoring production environments such as: dressing room on location (interior, exterior) outside broadcast stage/theatre/venue studio special handling stocks (e.g. brush, dry-cleaning fluid, dulling spray, glues, safety pins, starch, water sprays) timing and speed types of laundering such as: airing and sanitising dry cleaning shoe cleaning spot cleaning washing and drying types of production, e.g.: commercials documentaries feature films filmed events or performances live events/entertainment/performance live or pre-recorded television productions music video short films stage performances television productions of any type (e.g. music, drama, comedy, variety, sport)

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - costume

Co-requisite units

Co-requisite units

CUECOS405A Coordinate costume manufacture

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to interpret the costume design and supervise the manufacture of costumes for any production within the cultural industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit describes the skills and knowledge required to interpret an established costume design and to supervise the manufacture of costumes for any production within the cultural industries. As such this unit has a focus on organisational skills and underpinning costume manufacturing knowledge. It does not cover the skills required for the actual production of costumes, which are found in other units.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Interpret the design and determine production requirements	1.1. Liaise with relevant personnel and interpret/confirm costume requirements so that design specifications, production and/or script requirements are met 1.2. Read and accurately interpret pre-production paperwork (including costume design and costume plot) to determine resource requirements 1.3. Make any insertions to the costume plots, such as ageing and visual effect requirements, to ensure costumes meet the script or production requirements 1.4. Produce detailed and accurate costume breakdown lists from the documented costume plots 1.5. Review budget allocated for costume manufacture and wardrobe operation and make decisions accordingly 1.6. Develop solutions to identified manufacturing problems and promptly communicate difficulties to relevant personnel 1.7. Seek and receive approval to amend design, if necessary, before proceeding with work 1.8. Develop an operational/project plan and manufacture schedules for making costumes in accordance with the design and production requirements
2. Select and purchase materials	2.1. Check existing stocks of materials or costumes for suitability of use for the production 2.2. Obtain measurements of cast/performers and establish the required meterage of fabrics/materials to minimise wastage 2.3. Source and purchase suitable materials to ensure they can withstand the rigours and demands of the production and meet budgetary requirements 2.4. Ensure that materials are available in sufficient quantities to meet the costume requirements 2.5. Ensure materials comply with OHS guidelines 2.6. Ensure that materials can undergo any necessary special effects requirements such as ageing
3. Supervise costume manufacture	3.1. Oversee relevant personnel to ensure all costume production requirements are met, quality standards are adhered to and work is undertaken within item, budget, time and manufacture constraints 3.2. Ensure that OHS guidelines are met and production schedule is adhered to 3.3. Identify and communicate methods and materials for production to relevant personnel 3.4. Make design specifications available to production staff at an appropriate time and assist in their interpretation 3.5. Coordinate involvement of external manufacturers or hirers involved in the production of specialist costume items to ensure timelines and quality guidelines are met 3.6. Participate in ongoing production meetings or costume parades and ensure that any costume design modifications are agreed, noted and acted upon 3.7. Inform relevant personnel of costume design changes 3.8. Update any required documentation and record and file in accordance with enterprise requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: interpret and communicate construction specifications negotiate with, coordinate and lead a costume team visualise and interpret creative concepts literacy skills sufficient to interpret scripts, specifications and instructions numeracy skills sufficient to interpret measurement charts and manage budgets planning and organising skills sufficient to: develop operational plans and production schedules keep records technical skills sufficient to: apply trims make and grade patterns perform alterations sew by machine and hand
Required knowledge
content, features and formats of scripts, specifications and other production documentation detailed knowledge of the costume construction process OHS requirements that impact on costume construction principles and techniques of costume construction, assembly and fitting supply sources for costume products typical costs and costing processes for costume manufacture use and properties of different fabrics and their appearance under lighting and/or on the screen workflow planning and work organisation methods in the context of a wardrobe department

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to coordinate the costume manufacturing process using effective organisational skills and specialist knowledge to produce costumes which reflect the design brief, are of high quality and are available on time ability to communicate with a range of individuals and organisations and coordinate costume production teams ability to interpret creative costume design documentation (including venue requirements, type of production and resource constraints). This unit of competence applies to a range of industry sectors. The focus of assessment will depend on the industry sector. Assessment must be customised to meet the needs of the particular sector in which performance is being assessed. Assessment should only address those variable circumstances, listed in the range of variables statements, which apply to the chosen context.
Context of and specific resources for assessment	Assessment must ensure: access to a fully-equipped costume manufacturing facility access to a range of equipment as listed in the Range Statement of this unit access to materials for costume manufacture access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: discussion with members involved in costume manufacture regarding effectiveness of process evaluation of report produced by the candidate describing organisational processes used to coordinate costume manufacture, including key challenges and responses evaluation of costumes produced against original design concepts oral questioning/interview to evaluate processes used in developing and realising creative concept review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBPUR401APlan purchasing BSBWOR402A Promote team effectiveness CUEFIN02C Manage a budget CUEOHS01C Implement workplace health, safety and security procedures CUFCOS401A Make costumes.

Range Statement

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.
Relevant personnel may include:	costume production staff designer (costume, production) director (photography, technical) floor manager head of department performer producer wardrobe department personnel wardrobe supervisor/manager other technical staff
Costumes may include:	accessories character costumes contemporary wear corsetry costume jewellery dance wear female, male, child and animal costumes millinery padding period costumes pre-production toiles tailored costumes undergarments
Production requirements may include:	budget/time constraints facilities (dressing/fitting rooms, furniture, production space, storage units) location (studio or production office) OHS guidelines (e.g. effect of fabrics on skin) physical demands on costumes touring requirements wardrobe equipment, e.g.: clothing storage and transportation bag coat hangers conversion tables cutting boards and tables dressmaker's dummies dyeing facilities glue guns hand held cutting machines hanging racks industrial/domestic irons, presses and steamers industrial/domestic sewing machines (portable or fixed) laundering facilities (washing machines, dryers) measuring tapes overlockers scissors and cutters spray guns tools (e.g. wire cutters, hammers, pliers)
Costume manufacture may include:	costume making: basic styles (pants, shorts, skirts, blouses) hand made or machine sewn tailoring construction techniques (cutting, machining, tailoring) finishing (fitting fasteners, fitting trims, hemming costumes)
Stocks may include:	cutting blades fabric fasteners haberdashery pattern paper solutions thread trim
Production may include:	commercials documentaries feature films live or pre-recorded television productions music video short films television productions of any type (e.g. music, drama, comedy, variety, sport)
Documentation may be:	budgets call sheets confirmation of receipt and dispatch notes costume breakdown lists costume design costume patterns costume plots descriptive costume checklists fault reports hire agreements manufacture schedules manufacturers' specifications/instructions measurement charts memos of instruction operational/project plan production schedules running sheets scripts stock documentation

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - costume

Co-requisite units

Co-requisite units

CUEIND01C Source and apply entertainment industry knowledge

Modification History

Not applicable.

Unit Descriptor

This unit describes the skills and knowledge required to source, apply and update a general knowledge of the live entertainment 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 entertainment industry. In-depth knowledge is not required.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

This unit describes the skills and knowledge required to source, apply and update a general knowledge of the live entertainment 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 entertainment industry. In-depth knowledge is not required.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not applicable.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

This unit underpins effective performance in all industry work roles and could be assessed or used in training in conjunction with other operational and technical units.

This unit underpins effective performance in all industry work roles and could be assessed or used in training in conjunction with other operational and technical units.

Employability Skills Information

This unit contains employability skills.

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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 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

Elements and Performance Criteria
Element	Performance Criteria
1	Source and apply information on the structure and operation of the entertainment industry.	1.1	Correctly identify and access sources of information on the entertainment industry, including information relating to: industry structure, different sectors and the products and services available major industry bodies relationship between entertainment and other industries economic and social significance of the industry.
1.2	Use knowledge of the entertainment industry appropriately to enhance the quality of work performance.
2	Source and apply knowledge of industry employment obligations and opportunities.	2.1	Obtain information to assist in effective work performance in the entertainment industry, including information on: career opportunities roles, responsibilities and employment rights of contracted workers unions and employer bodies professional associations industrial relations issues.
2.2	Apply knowledge of industry employment obligations and opportunities appropriately within day-to-day work activities.
3	Seek information on new technology.	3.1	Correctly identify sources of information on new technology.
3.2	Obtain relevant information to assist effective work performance, including information on: advances in technology and equipment likely effects of new technology on current work practices and the structure of the industry ways of upgrading skills to allow for the use of new technology sources of technical advice and support.
3.3	Correctly apply information on technological advances in day-to-day work activities.
4	Seek opportunities to update industry knowledge.	4.1	Identify and use a range of opportunities to update knowledge of the entertainment industry and monitor current issues of concern to the industry.
4.2	Share updated knowledge with customers and colleagues as appropriate, and incorporate into day-to-day work activities.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills: research and literacy skills sufficient to analyse and interpret information from industry association promotional materials personal organisational skills to keep up-to-date with industry developments 1 using technology to source information.
Required knowledge: different sectors of the entertainment industry and their interrelationships key work areas within the industry, how they interrelate, and key roles and responsibilities broad knowledge of key entertainment industry terminology issues of etiquette and ethics as they apply to key work areas within the industry nature, role and functions of unions and employer associations, including rights and responsibilities of employers and employees obligations of employers, including safe system of work and non-discrimination obligations of employees, including attendance, ethical behaviour, taking directions, confidentiality, work performance, safety and care sources of information on the entertainment industry and ways of maintaining current industry knowledge overview of current and emerging technologies used within the relevant entertainment industry sector.

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: general knowledge of the entertainment industry as detailed under Underpinning skills and knowledge and their application to a particular workplace context understanding of how industry knowledge can be applied to work activities to maximise effective performance knowledge of how to maintain currency of knowledge.
Context of and specific resources for assessment	The assessment context must provide for: project or work activities that allow the candidate to access and apply industry information to specific contexts and work activities.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: case studies to assess application of knowledge of different industry contexts and situations oral or written questions to assess knowledge of different aspects of the entertainment industry review of portfolios of evidence or third party workplace reports of on-the-job performance by the candidate.
Assessment methods should closely reflect workplace demands and the needs of particular groups (eg people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to: sources of information on the entertainment industry.

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.
The term entertainment industry covers all sectors involved in the production of any type of live theatre or event. This may include:	any type of event, eg sporting, cultural, charitable ballet concerts corporate theatre and communication drama festivals.
Information sources and opportunities to update industry knowledge may include:	discussions with industry practitioners and colleagues industry associations and organisations industry functions industry journals Internet media personal observations and experience policy and procedures manuals reference manuals seminars and other professional development opportunities unions and other sources of industrial relations information.
Other industries with which the entertainment industry has relationship may include:	fashion film, TV and radio music retail sport tourism visual arts, craft and design.
Issues of concern to the industry may be related to:	changing nature of the marketplace government initiatives industry expansion labour issues.

Unit Sector(s)

Not applicable.

CUEIND02B Research and evaluate theatrical references to inform industry practice

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to research and analyse theatrical references for application to work in the entertainment industry. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit is relevant to a wide range of industry professionals, and is particularly relevant to designers. The scope and nature of theatrical references will vary depending on the work context, and the unit is written for contextualisation to these different contexts. This unit has linkages to a wide range of other specialisation units within the Entertainment Training Package and other Training Packages in the cultural industries. Combined assessment and/or training would be appropriate with those units.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Research theatrical references	1.1. Identify theatrical references which are appropriate to area of work 1.2. Use formal and informal research techniques appropriately to access information 1.3. Organise research materials and findings for current and future use by self and others in a manner which facilitates easy access and cross-referencing
2. Link research to industry practice	2.1. Critically evaluate information in the context of current industry practice and philosophy of work 2.2. Assess ways in which theatrical references may be used, adapted or challenged within work practices 2.3. Develop positions in relation to theatrical references to inform work practice 2.4. Discuss ideas and research findings with colleagues and incorporate the views of others into work practice as appropriate
3. Update and maintain knowledge of theatrical trends	3.1. Identify and use relevant opportunities to update and expand knowledge of theatrical trends and developments 3.2. Incorporate and integrate knowledge in work activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research skills sufficient to analyse and interpret complex and varied references for application to work practices literacy skills sufficient to interpret theatrical references of a complex and varied nature
Required knowledge
sources of theatrical references in relation to particular areas of work different types of references that apply to professionals involved in cultural productions current production trends within the relevant industry context evolution of theatrical and other productions as relevant to the industry context, e.g. film, performance, set design networks and opportunities for maintaining current industry knowledge copyright, moral rights and intellectual property issues and legislation and their impact on industry practice

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: application of research and analytical skills to inform specific work practice sound knowledge of theatrical references and their application to the relevant area of work.
Context of and specific resources for assessment	The assessment context must provide for: project or work activities that allow the candidate to apply research and analytical skills to a specific industry context.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: case studies to assess ability to analyse references for specific purposes review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: theatrical references.

Range Statement

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.
Theatrical references may apply to multiple aspects of production, including:	costume design lighting design production technology props design set design
Theatrical references may include:	films historical texts images/objects Internet journal articles oral histories other productions
Information may relate to a vast range of topics which may include:	architectural styles colour history of theatre light philosophy of theatre production genres social history texture
Organising research materials may involve the use of:	charts/diagrams databases files indices plans
Critical evaluation may include:	comparing considering merit contrasting critiquing/challenging discussion and debate reflecting
Opportunities to update and expand knowledge may include:	formal training further research industry networks professional associations seminars

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

CUEPRP02B Research, obtain and prepare props

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to source, obtain and prepare props for any production within the cultural industries. As such it requires research skills, organisational skills and a sound knowledge of different sources of props and the ways in which props may be used in a production. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Props personnel in the entertainment and screen and media industries apply the skills and knowledge outlined in this unit. Personnel may include props makers, props storepersons and props dressers. The props department may be supervised by a props manager and the props team works closely with set designers, directors and continuity personnel before and during productions. This unit has linkages to a range of other props units and combined assessment and/or training with those units may be appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine props requirements	1.1. Correctly interpret production documentation to determine production props requirements 1.2. Liaise with relevant personnel to discuss the artistic requirements for props where required 1.3. Confirm the budget and timeframes that affect the acquisition of props with appropriate personnel
2. Source and obtain props	2.1. Undertake research on the style and nature of props required to establish a clear picture of precise requirements 2.2. Correctly identify potential sources of props, including investigation of various options to achieve the optimum result 2.3. Locate props that meet design specifications, time and budgetary constraints 2.4. Complete procedures for the acquisition of props in accordance with organisational requirements 2.5. Document acquisition details accurately
3. Prepare and maintain props during production	3.1. Prepare and check props prior to the performance to ensure that all required items are available and/or in working order, including adequate consumable supplies 3.2. Secure and store props in accordance with organisational procedures before, during and after the production 3.3. Identify the need for and organise appropriate prop replacements or repairs to meet production requirements 3.4. Where appropriate, dispose of props in accordance with environmental and safety requirements 3.5. Maintain accurate documentation in relation to the status of props, including appropriate cataloguing

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research skills in relation to the ability to research options for props acquisition literacy skills sufficient to interpret production documentation and other information from a wide range of sources numeracy skills sufficient to work with props costings
Required knowledge
the wide and varying scope of props, including broad categories of props and the role of 'one-off' specialist items typical sources of information on props sources of different types of props, including both period and contemporary items

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: knowledge of different props acquisition sources and options ability to use research techniques to source props which meet production requirements.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the sourcing of props to meet the needs of a particular production sourcing of props within realistic workplace timeframes.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of props sourced by the candidate for a given production case studies to assess ability to source props for different styles of production oral or written questioning to assess knowledge of the scope of props possibilities and sources of props review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (eg people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: sources/locations of props.

Range Statement

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.
Production requirements may include:	director's specifications length of the run of the show occupational and health and safety requirements organisation standards performers' requirements production schedule resource constraints venue requirements
Relevant personnel may include:	designers directors set personnel other specialists
Props may include:	costume props equipment furniture hand props special effects props vehicles
Potential sources of props and different options may relate to:	borrowing buying having items specially made hiring making alterations to existing props

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - props

Co-requisite units

Co-requisite units

CUEPRP03B Apply a general knowledge of props construction

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the foundation skills and knowledge required to use a range of techniques, materials and equipment for the construction of props. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People assisting with props and set dressing in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. At this level their work would be closely supervised. The role includes the need for an understanding of basic techniques for constructing props and the ability to use hand and power tools. This unit underpins and has strong links to other props construction units and combined assessment and/or training with those units is recommended.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Select equipment and materials in preparation for construction	Liaise with supervisor to determine the nature of props to be constructed Correctly identify and select appropriate materials for prop construction in accordance with instructions and the intended use for the prop Calculate correct quantities of materials required and minimise waste where possible Select appropriate equipment and tools in accordance with materials being used and type of prop construction required
2. Use props construction techniques	Correctly use techniques to construct props, including the safe use of adhesives Complete the prop construction process in a logical manner Follow appropriate safety procedures throughout the prop construction process in accordance with organisational and legislative requirements Work cooperatively with other team members to ensure efficiency and quality in the set construction process Identify any problems with the prop construction process promptly and take appropriate action within scope of individual responsibility

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret props documentation and read product labels numeracy skills sufficient to calculate quantities of materials and take basic measurements
Required knowledge
the scope of props items that may be constructed and the factors that impact on whether to construct or acquire by other means the properties and applications of materials commonly used for prop construction, including paper, latex, foam, canvas and leather the properties and applications of contact adhesives commonly used for props construction types of tools commonly used for props construction safety and environmental issues associated with the use of tools, materials and adhesives techniques for the manipulation of materials commonly used in prop construction the links between the intended use of a prop and the selection of materials and construction method

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: ability to use techniques materials and equipment safely for the construction of props knowledge of the properties and applications of different materials, tools, equipment for different types of props.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the use of techniques, materials and equipment to construct a prop.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using particular techniques, tools and equipment evaluation of items constructed by the candidate in terms of quality of finish oral or written questioning to assess knowledge of materials and safety issues review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	This unit requires access to: materials, tools and equipment commonly used for props construction a workspace in which props can be constructed safely.

Range Statement

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.
Props requiring construction may include a vast range of items but props construction at this level would generally involve the use of:	adhesives (e.g. PVA glue, liquid nails) canvas foam latex leather paper
Equipment and tools for prop construction may include:	hand tools power tools scissors/cutters sewing machines
Safety procedures associated with the use of props construction materials may include:	adherence to product instruction ensuring adequate ventilation warning colleagues about use of specific chemicals wearing of protective clothing
Typical problems that may occur in props construction may include:	difficulty in achieving sufficient adhesion need to change combinations of materials

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - props

Co-requisite units

Co-requisite units

CUEPRP04B Use casting and moulding techniques to make props

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to construct props using casting and moulding techniques. It covers assessment of the need for casting/moulding, and both the selection and use of the optimum construction technique to meet production requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Props makers in the entertainment and screen and media industries apply the skills and knowledge outlined in this unit. The props department may be supervised by a props manager and the props team works closely with set designers, directors and continuity personnel before and during productions. This unit has linkages with other props construction and general technical units and combined assessment and/or training with those units may be appropriate, e.g.: CUECOS02C Apply art finishing.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Assess the need for casting/moulding	Liaise with relevant colleagues to confirm props production requirements Read and correctly interpret the props production schedule, props specifications, lists and scale drawings when available Assess the need for the use of casting and moulding construction techniques based on review of props requirements and in consultation with relevant colleagues
2. Select moulding/ casting techniques and equipment	Select the most appropriate mould based on an analysis of how the prop is to be used and the advantages and disadvantages of different options Correctly identify any budgetary or other constraints when making prop construction decisions Select correct tools, equipment and materials for casting/moulding technique to be used Calculate correct quantities of materials avoiding wastage where possible
3. Construct moulds and casts	Use techniques, tools and materials correctly and safely to create moulds and casts Check items produced in terms of durability, quality of finish and suitability for production requirements Identify the need for adjustments and action accordingly Prepare items in readiness for finishing in accordance with production requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret props documentation and read product labels numeracy skills sufficient to calculate quantities of materials and take basic measurements
Required knowledge
properties and applications of materials commonly used for casting/moulding, including plaster, latex, silicone, elastomer, dental alginate, fibre glass reasons for the use of particular materials and techniques for different production requirements the different types of moulds and the reasons for their use safety and environmental issues associated with materials and equipment used in casting/moulding

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: safe and correct use of casting/moulding techniques which result in a prop which meets production requirements knowledge of the properties of materials used in casting/moulding and the associated safety issues.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the production of multiple props using casting and moulding techniques production of the item within a commercially-realistic timeframe.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using particular techniques evaluation of props produced by the candidate oral or written questioning to assess knowledge of safety issues, different techniques and options case studies to assess ability to select different techniques to meet varying production requirements review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	This unit requires access to: casting and moulding materials, tools and equipment used for props construction a workspace in which props can be constructed safely.

Range Statement

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.
Relevant colleagues may include:	designers directors performers technical colleagues, eg costume, lighting other props personnel other workshop personnel, eg set builder, scenic artist
Props may include:	cable controlled props costume props, eg armour, weapons, jewellery electrically controlled equipment furniture hand props, eg food and beverage, blood, gore mechanised props pneumatically controlled props pre-production prototypes special effects props vehicles
Selection of options for casting/moulding may be dependent upon:	availability of materials level of detail required number of times prop is to be used proximity of audience/potential use of filming time and budgetary factors
Materials for moulding/casting may include:	clay elastomer fibre glass latex plaster silicone

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - props

Co-requisite units

Co-requisite units

CUEPRP05B Make prop furniture

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to make a range of prop furniture, and would generally include the construction of trick furniture. This unit relates to the construction of furniture for use in a theatrical or event context and does not cover general furniture construction skills, which are found in the LMF02 Furnishing Training Package. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Props makers in the entertainment and screen and media industries apply the skills and knowledge outlined in this unit. The props department may be supervised by a props manager and the props team works closely with set designers, directors and continuity personnel before and during productions. This unit has linkages to a range of other general technical and props construction units, and combined assessment and/or training with those units may be appropriate, e.g.: CUESET17B Develop props construction plans to meet design requirements CUESET04C Use research, innovation and experimentation to create props.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Assess the need for prop furniture	1.1. Liaise with relevant colleagues to confirm props production requirements 1.2. Read and correctly interpret the props production schedule, props specifications, lists and scale drawings when available 1.3. Assess the precise nature of prop furniture requirements based on review of documentation and in consultation with relevant colleagues
2. Select prop furniture construction techniques and equipment	2.1. Select the most appropriate furniture construction technique based on an analysis of how the prop is to be used, including whether the prop needs to be weight-bearing 2.2. Correctly identify any budgetary or other constraints when making furniture construction decisions 2.3. Select correct tools, equipment and materials for prop furniture construction in accordance with construction plan 2.4. Calculate correct quantities of materials, avoiding wastage where possible
3. Make prop furniture	3.1. Use techniques, tools and materials correctly and safely to create prop furniture items 3.2. Correctly interpret and follow furniture construction plans 3.3. Check furniture in terms of required durability, quality of finish and suitability for production requirements 3.4. Identify the needs for adjustments and action accordingly 3.5. Prepare items in readiness for finishing in accordance with production requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret production documentation numeracy skills sufficient to calculate measurements and quantities and to interpret construction plans
Required knowledge
typical ways in which furniture may be used as a prop in different production/event contexts types of furniture that might be constructed and those most likely to be acquired by other means properties and applications of materials commonly used for prop furniture techniques for trick furniture, including how to create a breakaway section safety issues associated with the use of materials, tools and equipment for furniture construction

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: safe and correct use of techniques to make prop furniture knowledge of the properties of materials used in the making of prop furniture and the associated safety issues.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the creation of prop furniture for a production/event construction of furniture items within a commercially-realistic timeframe.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of furniture items constructed by the candidate in terms of suitability for production and quality of finish oral or written questioning to assess knowledge of safety issues and particular construction techniques case studies to assess ability to select different techniques to meet varying production requirements review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	This unit requires access to: equipment, tools and materials used to construct prop furniture work area where prop furniture can be safely constructed.

Range Statement

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.
Relevant colleagues may include:	designers directors performers technical colleagues, e.g. costume, lighting other props personnel other workshop personnel, e.g. set builder, scenic artist
Nature of prop furniture and construction techniques may be impacted by:	how the item will be used number of times to be used proximity of audience style of rest of the set visibility by audience, e.g. only front will be seen
Tools and equipment:	tools and equipment for the creation of prop furniture would generally be the same as those used in general furniture construction
Materials used for the creation of prop furniture may include:	adhesives fabric fabrics fasteners fibreglass leather masonite metal products, e.g. bars, tubes, sheets mouldable materials moulded or cast metal paper products plaster plastics, e.g. moulded sheet polystyrene thermoplastic timber timber products, e.g. plywood, particle board, craftwood
Preparation of items for finishing may include:	priming sanding

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - props

Co-requisite units

Co-requisite units

CUEPRP06B Construct mechanical props

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to construct props that include the use of mechanical devices. It covers assessment of mechanical prop requirements and the selection and use of construction techniques. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Props makers in the entertainment and screen and media industries apply the skills and knowledge outlined in this unit. The props department may be supervised by a props manager and the props team works closely with set designers, directors and continuity personnel before and during productions. This unit has linkages to a range of other general technical and props construction units, and combined assessment and/or training with those units may be appropriate, e.g.: CUESET17B Develop props construction plans to meet design requirements CUESET04C Use research, innovation and experimentation to create props.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Assess the need for mechanical props	1.1. Liaise with relevant colleagues to confirm props production requirements 1.2. Read and correctly interpret the props production schedule, props specifications, lists and scale drawings when available 1.3. Assess the precise nature of mechanical prop requirements based on review of documentation and in consultation with relevant colleagues
2. Select techniques and equipment for making mechanical props	2.1. Select the most appropriate construction technique and mechanical device based on an analysis of how the prop is to be used 2.2. Correctly identify any budgetary or other constraints when making mechanical prop construction decisions 2.3. Select correct tools, equipment and materials for mechanical props in accordance with construction plan 2.4. Calculate correct quantities of materials, avoiding wastage where possible
3. Make mechanical props	3.1. Use techniques, tools and materials correctly and safely to create mechanical props 3.2. Correctly interpret and follow construction plans 3.3. Check mechanical prop in terms of required durability, quality of finish and suitability for production requirements 3.4. Identify the need for adjustments and action accordingly 3.5. Prepare items in readiness for finishing in accordance with production requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret production documentation numeracy skills sufficient to calculate measurements and quantities and to interpret construction plans
Required knowledge
typical ways in which mechanical props may be used as a prop in different production/event contexts, including the use of cable-controlled, mechanically-controlled, pneumatically-controlled and electrically-controlled props types of mechanical props that might be constructed and those most likely to be acquired by other means properties and applications of devices commonly used for mechanical props, including an understanding of cables, levers, fulcrums and issues associated with electrically-controlled props commonly-used mechanical devices and their ability to create different effects on stage safety issues associated with the use of materials, tools and equipment in mechanical props

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: safe and correct use of techniques to integrate the use of mechanical devices within props knowledge of specific mechanical devices, their uses and associated safety issues.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the creation of mechanical props for a production/event construction of mechanical props within a commercially-realistic timeframe.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of props constructed by the candidate in terms of suitability for production and quality of finish oral or written questioning to assess knowledge of safety issues and particular construction techniques review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	This unit requires access to: equipment, tools and materials used to construct mechanical props work area where mechanical props can be safely constructed.

Range Statement

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.
Relevant colleagues may include:	designers directors performers technical colleagues, e.g. costume, lighting other props personnel other workshop personnel, e.g. set builder, scenic artist
Mechanical props are those props, which include the use of any mechanical device and may be:	cable-controlled electrically-controlled pneumatically-controlled
Nature of mechanical construction may be impacted by:	availability of mechanical devices how the item will be used number of times to be used proximity of audience safety issues simplicity of the device style of rest of the set the level of movement required visibility by audience, e.g. only front will be seen
Devices used for the creation of mechanical props may include:	cables fulcrums levers

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - props

Co-requisite units

Co-requisite units

CUEPRP07B Make props using mixed media

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to interpret props production schedules and specifications, and to produce props for productions within the cultural industries. Media for props vary widely. This unit relates to the creation of props, which require the use of mixed media. As such, the unit builds on skills found in other props construction units. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Props makers in the entertainment and screen and media industries apply the skills and knowledge outlined in this unit. The props department may be supervised by a props manager and the props team works closely with set designers, directors and continuity personnel before and during productions. This unit has linkages to a range of other props, sets and scenic art units and to units in the CUV03 Visual Arts Craft and Design Training Package. Combined assessment and/or training with those units may be appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine props requirements	1.1. Correctly interpret the props production schedule, props specifications, lists and scale drawings 1.2. Liaise with relevant personnel to confirm the props production requirements 1.3. Contemplate and consider props construction methods and techniques to ensure that correct visual interpretation of the production requirements is met through close liaison with relevant personnel
2. Prepare for props production	2.1. Ensure that props construction meets the aesthetic requirements and provides the correct visual interpretation of the production requirements 2.2. Determine the accurate measurements for the construction of the props item and make any alterations to the design scale drawings 2.3. Select and prepare the required equipment, tools and materials in accordance with the design and specification requirements 2.4. Determine the appropriate methods and techniques to be used for the production of the prop, in accordance with the design and specification requirements
3. Make props	3.1. Participate in ongoing discussions with appropriate personnel throughout the construction process, to ensure props design requirements are met 3.2. Construct the props items using the selected materials, construction techniques and finishes 3.3. Follow appropriate safety procedures throughout the construction process in accordance with organisational and legislative requirements 3.4. Participate in any ongoing production technique trials to establish the best results during the production of the props items, including: colour mixes, textures, materials, construction techniques, construction of prototypes and painting styles 3.5. Correctly label and code all partially finished props items for identification during the production phase 3.6. Store the partially finished props items during the production phase to avoid loss or damage
4. Finish and check mixed media props	4.1. Complete required fireproofing in accordance with occupational and public health and safety legislation requirements 4.2. Liaise with relevant personnel to evaluate and check the props items for accuracy and compliance with design and production specification requirements 4.3. Identify and make any necessary adjustments in accordance with discussions, making accurate changes to relevant documentation 4.4. Correctly label and code all props elements for identification during the production 4.5. Store the props in accordance with organisational procedures 4.6. Clean, maintain and store tools, equipment and materials in accordance with relevant workplace and safety requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret production documentation numeracy skills sufficient to calculate measurements and quantities and to interpret construction plans
Required knowledge
detailed knowledge of the properties, applications and durability of different types of materials that can be used for prop construction and how these can be combined legislative and organisational occupational health and safety standards, including safe handling of hazardous materials the behaviour of various materials, finishes, painting techniques and colours under lighting the properties and characteristics of a variety of materials before and after art finishing general knowledge of the properties of materials used in props construction environmental issues associated with tools and materials used in props awareness of copyright, moral rights and intellectual property issues and legislation

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: use of safe techniques to create mixed-media props to meet production requirements detailed knowledge of the props construction process, the use of different media and the effects that can be achieved.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the creation of mixed-media props for a nominated production involvement of and interaction with a production team to reflect the collaborative nature of the production process.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using techniques to create props evaluation of items created by the candidate in terms of suitability of construction methods and quality of finishing oral or written questioning to assess knowledge of different techniques and safety issues review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: equipment and materials used to make props design specifications for props.

Range Statement

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.
Props may include:	cable controlled props costume props, e.g.: armour, weapons, jewellery electrically controlled equipment furniture hand props, e.g.: food and beverage, blood, gore mechanised props pneumatically controlled props pre-production prototypes special effects props vehicles
Relevant personnel may include:	designers director of photography directors performers producers supervisors other props staff other technical staff
Methods and techniques within this unit could be quite broad in nature and may include:	gluing metalwork, e.g. cutting, welding, brazing moulding painting sculpting and other shaping methods woodworking
Props must be constructed from a range of different media. Media may include:	adhesives fabric fabrics fasteners fibreglass leather masonite metal products, e.g.: bars, tubes, sheets mouldable materials moulded or cast metal paper products plaster plastics, e.g.: moulded sheet polystyrene thermoplastic timber timber products, e.g.: plywood, particle board, craftwood
Documentation may include:	budgets colour charts descriptive props checklists fault reports measurement charts operational/project plan paint colour formulas production schedules props breakdown lists props design props schedule/plan running sheets scripts sketches technical drawings

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - props

Co-requisite units

Co-requisite units

CUEPRP501A Conceive, develop and realise prop designs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to interpret the creative brief, develop and implement props designs for productions within the cultural industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Props or set designers in the entertainment and screen and media industries apply the skills and knowledge outlined in this unit. They are responsible for undertaking the complete props design process, from initial conception of ideas to the final realisation of the design. As such the unit brings together the wide range of creative, technical and business skills required by props designer.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Interpret the creative brief	1.1. Analyse the performance outline/script to determine overall production concepts 1.2. Participate in preliminary concept meetings with relevant personnel to discuss the props requirements of the production 1.3. Identify all relevant factors which may determine and affect the design 1.4. Discuss and agree upon the role of designer in the production process
2. Conduct and evaluate research	2.1. Identify and source references which may inform the design process 2.2. Critically analyse sources and references in the context of the current design project 2.3. Consider the impacts and potential of new and emerging technologies to inform the design 2.4. Collect, collate and adapt materials to develop initial design concepts
3. Generate and assess ideas	3.1. Generate a range of ideas for the design which respond sympathetically to the brief and provide creative solutions to technical issues 3.2. Discuss ideas and collaborate with relevant personnel to ensure contribution of ideas to the initial concept 3.3. Continuously reflect on and appraise ideas for implications on cost and time, technical feasibility, and suitability to meet the brief
4. Develop and document the design	4.1. Hold ongoing discussions with relevant personnel so that additional or changed requirements and new ideas are considered and incorporated during the development of the design 4.2. Ensure that agreement is reached with relevant personnel in relation to consistent artistic interpretation 4.3. Evaluate initial concepts and select the most appropriate approach, giving consideration to budget, research findings and ongoing reflection/discussion 4.4. Develop props designs from initial concepts ensuring: consistency with the style requirements of the script/production; research findings are incorporated; ideas are technically feasible and demonstrate awareness of parameters/resource constraints; and ideas demonstrate effective use of materials 4.5. Organise or undertake testing and experimentation with selected props designs 4.6. Develop an accurate record of the design, including all relevant information
5. Communicate design ideas and make amendments	5.1. Present draft props construction plans and specifications to relevant colleagues in an appropriate format 5.2. Participate in the initial and ongoing evaluation of the presented designs 5.3. Negotiate and agree to modifications to the design and undertake any necessary amendments 5.4. Agree to the final designs and produce accurate and comprehensive documentation to support implementation 5.5. Present final designs, plans and specifications to all relevant personnel and confirm that all production requirements have been met
6. Liaise with others to implement the props design	6.1. Liaise with relevant personnel to ensure that all production requirements are met, quality standards are adhered to and work is undertaken within time, budget and technical constraints 6.2. Participate in meetings with performers to consult on designs 6.3. Participate in ongoing production meetings and evaluation of the designs 6.4. Ensure that any design modifications are agreed, noted and acted upon 6.5. Inform relevant personnel of design changes 6.6. Update any required documentation and record and file in accordance with enterprise requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: collect and interpret creative information, scripts and images negotiate with and lead teams prepare/present reports and design briefs visualise and interpret creative concepts initiative and enterprise skills sufficient to: adapt props construction across styles, genres and art forms including film, television and live performance in dance, music, drama exercise a high level of creativity and ingenuity maintain design integrity literacy skills sufficient to interpret construction specifications numeracy skills sufficient to cost and budget for props design planning and organising skill sufficient to: access raw, part-processed and processed materials and components from a range of sources and suppliers and ascertaining their suitability manage information manage projects and budgets undertake production scheduling and human resource management undertake research in relation to production design, including creative interpretation and adaptation work under pressure, work to deadlines and manage time technical skills sufficient to: draw (including perspective and technical drawing) work with specialised materials
Required knowledge
art finishing methods such as breaking down, ageing, dyeing, stencilling, screen printing, painting, appliqué, beading, component application basic photography behaviour of materials, finishes, painting techniques and colours under lighting construction/manufacturing methods and implementation issues associated with the realisation of props designs copyright, moral rights and intellectual property legislation in relation to production design current and emerging technologies relevant to props design documentation formats used for props design ethical standards and protocols for designers working in the cultural industries expressive qualities of props as they relate to the nature of the work, the style of the production and the qualities of the performance principles and elements of design and their relevance to props designer principles and techniques of design and script breakdown production scheduling process and its interrelationship with the design process properties, application and durability of materials used for prop construction relationship between design elements (costume, sets, lighting, props, sound) role of props design within the overall artistic direction of a production role of the props designerand relationship with other production personnel sources and availability of materials/equipment for props design and construction testing finished and unfinished materials such as fabric, leather, vinyl, plastic, foam, latex, found objects, straw, paper, and cardboard

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to communicate and negotiate with a production team ability to develop and realise creative props design concepts which meet production requirements and constraints ability to project manage the design process ability to research, interpret and adapt design concepts.
Context of and specific resources for assessment	Assessment must ensure: access to a range of equipment as listed in the Range Statement access to production scripts/performance outlines on which designs can be based access to resources for the development and realisation of designs (including equipment, materials, financial and human resources) access to suitable venues for the realisation of productions access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: evaluation of props designs created by the candidate, including finished products/sketches oral questioning/interview aimed at evaluating the processes used by candidate in developing and realising the creative concept review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCMM401A Make a presentation CUEDES04B Establish and refine a brief CUEDES05B Manage design realisation CUEFIN01C Develop a budget CUEFIN02C Manage a budget CUEIND02BResearch and evaluate theatrical references to inform industry practice CUEPRP03B Apply a general knowledge of props construction CUESET04C Use research, innovation and experimentation to create props CUESET17B Develop props construction plans to meet design requirements CUETEM01C Coordinate production operations CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept FNSICGEN402B Participate in negotiations.

Range Statement

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.
Relevant personnel may include:	choreographer costume production personnel designer director (art, photography, technical) floor manager performer producer production designer/manager props production personnel specialist/technical staff wardrobe department personnel wardrobe supervisor/manager
Production may include:	animated productions commercials documentaries feature films filmed events or performances live or pre-recorded television productions music video short films television productions of any type (e.g. music, drama, comedy, variety, sport)
Factors may include:	available expertise available resources (human, financial, physical) available technology budget director's approach/instructions level of assistance available during implementation and construction needs of other production areas regulations space/venue specifications or restrictions style/period/nature/scale of production timelines
References may include:	collages computer databases contact with historical associations digital images libraries manual files models musical scores newspapers, reference books, journals, texts paintings and illustrations photographs scripts (adapted or original) sketches talking and listening to experts technical production drawings use of the internet watching documentary films and videos writings of the period
Props may include:	cable controlled costume (armour, weapons, jewellery) electrically controlled equipment furniture hand props (food and beverage, blood, gore) mechanised pneumatically controlled pre-production prototypes special effects vehicles
Accurate record of the design may include:	collages colour illustrations fabrics material swatches mock-ups models photographs plans (computer or manually generated) sample/prototype props sketches specifications technical drawings
Construction plans may include:	construction materials: adhesives fabrics fasteners fibreglass leather masonite metal products (e.g. bars, tubes, sheets) mouldable materials moulded or cast metal paper products plaster plastics polystyrene thermoplastic timber/timber products construction techniques: ageing gluing metalwork (e.g. cutting, welding, brazing) moulding painting sculpting (and other shaping methods) woodworking
Production requirements may include:	occupational, public health & safety requirements: commonwealth, state and territory OHS regulations local government construction legislation and regulation national and international standards, guidelines and codes of practice production environments: on location (interior, exterior) outside broadcast stage/theatre/venue studio

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - props

Co-requisite units

Co-requisite units

CUESCE04C Use research, innovation and experimentation to produce scenic art

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to research and experiment with various techniques and media to achieve new scenic art effects. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Scenic artists and designers in the entertainment and screen and media industries apply the skills and knowledge outlined in this unit. Typically this process takes place after the creation of the overall set design, or it can be an integral part of the design process. This unit has linkages to other scenic art units and units within the Visual Arts, Craft and Design Training Package. Combined assessment and or training with some of those units may be appropriate. It is strongly recommended that this unit be assessed with or after other scenic art units which focus on the development of techniques.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify the potential or need for new techniques and media	1.1. Analyse design or production elements to determine areas where research and experimentation may be appropriate 1.2. Pro-actively assess the potential for the use of new painting techniques and media to maximise the effectiveness of scenic art
2. Conduct research	2.1. Undertake relevant research to identify the historical, cultural and other factors that might influence techniques or media 2.2. Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property, moral rights and copyright requirements 2.3. Identify appropriate specialists who may be able to contribute to the overall realisation of scenic art elements 2.4. Maintain references in an accessible form to allow for use by other colleagues as required 2.5. Use research material to adapt styles for integration into scenic art production
3. Experiment with scenic art techniques and different media	3.1. Conduct or coordinate trials to establish the best ways in which the desired scenic art effect can be achieved, including experimentation with: colour mixes, textures, materials and painting styles 3.2. Assess results of experimentation, balancing the need for creative effectiveness and cost practicality 3.3. Select, adapt or introduce new materials, tools, equipment or technology for the achievement of different effects 3.4. Liaise with colleagues to provide information on the results of experimentation and to make appropriate decisions on new techniques and media 3.5. Set-up or coordinate specific resource requirements which arise from the use of different techniques in accordance with workplace requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research skills and sources of information to inform research and experimentation on scenic art literacy skills sufficient to undertake research and interpret information and material from a broad range of sources numeracy skills sufficient to evaluate resource costs
Required knowledge
the expressive qualities of scenic art as it relates to the nature of the work, the style of the production and the qualities of the performance innovative and experimental scenic art production techniques in 2-dimensional (2D) and 3-dimensional (3D) ways in which highly effective interaction between the effects produced by scenic art and performance action can be achieved the behaviour of various materials, finishes, painting techniques and colours under lighting ways of adapting scenic art skills across styles, genres and art forms, including film, television, radio and live performance in dance, music, drama colour theory, line, dimension, chiaroscuro, depth and their application on the stage painting techniques, including water colour technique and opaque technique the use and properties of a range of paints and media testing finished and unfinished materials, such as fabric, leather, vinyl, plastic, foam, latex, found objects, straw, paper, and cardboard the properties and characteristics of a variety of materials before and after art finishing costs and costing processes for scenic art elements organisational and legislative occupational health and safety requirements particularly in relation to scenic art, e.g. fire-proofing copyright, moral rights and intellectual property issues and legislation as they apply to scenic art environmental issues associated with tools and materials used in scenic art and potential issues associated with new approaches

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: in depth knowledge of a wide range of techniques and media that may be used and adapted for scenic art ability to create innovative scenic art effects through appropriate research and experimentation.
Context of and specific resources for assessment	The assessment context must provide for: creative collaboration with others in a process to experiment with new techniques to achieve effects for a particular production requirement.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of effects developed by the candidate to meet a particular brief evaluation of ideas and methods developed by the candidate to create a range of different effects and production contexts oral or written questioning to assess knowledge of materials and techniques review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: scenic elements, equipment and materials as identified in the Range Statement.

Range Statement

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.
Research may involve:	approaching individuals with relevant expertise conducting material and technical experiments and tests reviewing approaches of other practitioners reviewing work for other productions seeking out information in books, journals, newspapers visiting exhibitions, museums
Techniques and methods used may include:	ageing anti-clogging techniques for scenic gauzes glazing marbling perspective pouncing preparation priming scaling up drawings stencilling, e.g. rollers and stamps traditional scene painting techniques for canvas transparent painting for silk and nessle cloths velour and velvet painting techniques woodgraining
Intellectual property, moral rights and copyright requirements may relate to:	extent to which the work may be used procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others
Scenic art elements may include:	canvas flats flooring and floor cladding, eg: tarkett flown pieces gauze large props, eg: furniture nessle rakes roster scaffolding silk soft drapes, eg: legs border, cycloramas, back drops, drops stairs synthetic fabrics, eg: plastics treads velour wool
Materials used may include:	adhesives dyes fire retardant solvent-based paints stains texture mediums water-based paints
Painting styles may include:	architectural figurative non-figurative

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - scenic art

Co-requisite units

Co-requisite units

CUESCE05B Apply a general knowledge of scenic art

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the foundation skills and knowledge required to use a range of techniques, materials and equipment for the production of scenic art. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People assisting with creating scenic art in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. At this level their work would be closely supervised. The role includes the need for an understanding of basic techniques for producing scenic art. This unit underpins all other scenic art units and also has linkages to units within the Visual Arts Craft and Design Training Package. Combined assessment and/or training with those units would be appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Make preparations for scenic art production	Liaise with supervisor to determine the nature of scenic art to be created Correctly identify and select appropriate materials for scenic art production in accordance with instructions and the intended use for the piece Calculate correct quantities of materials required and minimise waste where possible Select appropriate equipment and tools in accordance with materials being used and type of scenic art
2. Complete tasks using scenic art tools, equipment and materials	Correctly and safely use techniques for the production of scenic art Complete production processes in a logical manner Follow appropriate safety procedures throughout the process in accordance with organisational and legislative requirements Work cooperatively with other team members to ensure efficiency and quality in the production process Identify any problems with processes promptly and take appropriate action within the scope of individual responsibility

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret production documentation and read product labels numeracy skills sufficient to calculate quantities of materials and take basic measurements
Required knowledge
the general scope of scenic art items that may be required for different types of production general understanding of the scenic art design process and how it relates to other production aspects the role of scenic art in theatre, film, TV and other contexts, e.g. corporate general understanding of the range of equipment and techniques used in scenic art general knowledge of the range of materials used in scenic art, including paints and cloths and their major properties and applications overview of basic colour theory safety and environmental issues and legislation associated with the production of scenic art

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: ability to safely use scenic art techniques, materials and equipment knowledge of the properties and applications of different materials, tools and equipment used in scenic art production.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the use of techniques, materials and equipment to contribute to scenic art production.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using particular techniques, tools and equipment review of items prepared by the candidate in terms of quality of finish/readiness for painting oral or written questioning to assess knowledge of materials and safety issues review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	This unit requires access to: materials, tools and equipment commonly used in scenic art production a work space in which scenic art can be produced.

Range Statement

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.
Scenic art may include:	back drops construction of scenic art cloths cycloramas drops flats flooring and floor cladding flown pieces large props, e.g. furniture preparation and priming of materials rakes rostra scaffolding soft drapes stairs treads use of basic painting techniques
Materials may include:	adhesives dyes fire retardant primer solvent-based paints stains texture mediums water-based paints
Equipment may include:	brushes charcoal sticks cutting boards and tables dyeing facilities glue guns graining combs hammers hopper gun rollers scissors and cutters sponges spray guns stamps tacks tools, e.g. wire cutters, hammers, pliers

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - scenic art

Co-requisite units

Co-requisite units

CUESCE06B Use scenic art painting techniques

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to use a range of painting techniques required for the production of scenic art. This unit builds on the unit CUESCE05B Apply a general knowledge of scenic art, and underpins other units which focus on the use of more advanced techniques to create special effects and the use of experimentation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Scenic artists, painters and set making staff apply the skills and knowledge outlined in this unit. Generally they work as members of set construction crews under the supervision of a workshop manager. They are responsible for painting and colouring a full range of textures associated with sets and props. Techniques vary but at this level, would generally be limited in range. They require a good understanding of scenic art processes, as well as an appreciation of artistic criteria. This unit also has linkages to a range of other scenic art units, and combined assessment and/or training would be appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Select scenic art painting techniques	Correctly identify and select techniques required to produce the desired effect in accordance with production requirements Confirm techniques in consultation with relevant colleagues Select appropriate materials, tools and equipment to support the selected techniques Calculate correct quantities of materials and minimise waste where possible
2. Prepare equipment and materials	Safely prepare equipment and materials selected for the task, taking account of requirements for any hazardous items Test and mix colours to meet production requirements Organise work space in a manner which maximises efficiency for the painting process
3. Use scenic art painting techniques	Safely and correctly apply a range of scenic art painting techniques to achieve the desired scenic art elements Test and adjust painting techniques where appropriate

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret production documentation numeracy skills sufficient to calculate quantities and take measurements
Required knowledge
painting techniques used in scenic art, including the effects achieved by different techniques and the application of techniques to different contexts colour theory and paint mixing techniques properties and applications of different paints and materials environmental and safety issues and legislation associated with materials, tools and equipment for the range of techniques

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: safe and correct use of painting techniques which result in scenic art which meets production requirements knowledge of the properties of paints and equipment used in scenic art and the associated safety issues.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the production of a piece of scenic art using nominated painting techniques.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using particular techniques evaluation of scenic art pieces produced by the candidate oral or written questioning to assess knowledge of applications of different techniques review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Assessment of this unit requires access to: painting materials, tools and equipment used for scenic art a workspace in which scenic art can be produced.

Range Statement

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.
Relevant colleagues may include:	designers supervisors other scenic artists other technicians
Materials used may include:	adhesives dyes fire retardant primer solvent-based paints stains texture mediums water-based paints
Scenic art equipment may include:	brushes charcoal sticks conversion tables cutting boards and tables dyeing facilities glue guns graining combs hammers hopper gun measuring tapes rollers scissors and cutters sponges spray guns stamps tacks tools, e.g. wire cutters, hammers, pliers
Within this unit scenic art painting techniques may include:	flogging marbling puddling rag rolling scumbling spattering sponging stippling wood graining
Scenic art elements may include:	back drops cycloramas drops flats flooring and floor cladding flown pieces large props, eg furniture rakes rostra scaffolding soft drapes stairs treads

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - scenic art

Co-requisite units

Co-requisite units	It is highly recommended that this unit be assessed with or after the following units: CUESCE05B Apply a general knowledge of scenic art CUVDES04B Integrate colour theory and design processes in response to a brief.

CUESCE07B Create special effects for scenic art

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to use a range of advanced techniques to create special effects for scenic art. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Scenic artists, painters and set making staff apply the skills and knowledge outlined in this unit. Generally they work as members of set construction crews under the supervision of a workshop manager. They are responsible for painting a range of visual effects such as specific textures and trompe l'oeil. They require a good understanding of scenic art processes, as well as an appreciation of artistic criteria. This unit has linkages to a range of other scenic art units and combined assessment and/or training with those units may be appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Assess the need for the creation of special effects	1.1. Liaise with relevant colleagues to confirm the need for special effects scenic art 1.2. Read and correctly interpret production schedules, specifications, lists and scale drawings when available 1.3. Assess the need for the use of various special effects based on review of requirements and in consultation with relevant colleagues 1.4. Correctly identify any budgetary or other constraints
2. Test techniques to create special effects	2.1. Identify possible approaches to achieve the effect required and establish criteria for the selection of the final approach 2.2. Conduct appropriate research on different approaches and techniques 2.3. Select appropriate tools and equipment for the testing of approaches and techniques 2.4. Test and experiment with a range of techniques and materials which might achieve the effect 2.5. Evaluate testing processes against selection criteria and select the preferred approach based on production requirements 2.6. Communicate and consult with relevant production personnel on special effects options 2.7. Accurately document the selected process, including records of required materials and equipment
3. Produce special effects scenic art	3.1. Select correct tools, equipment and materials in accordance with size/scale requirements 3.2. Calculate correct quantities of materials, avoiding wastage where possible 3.3. Use the selected techniques to produce scenic art

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills required to liaise with other production personnel on scenic art requirements literacy skills sufficient to interpret production documentation and conduct research into special effects numeracy skills sufficient to calculate quantities
Required knowledge
broad knowledge of the range of special effects which can be achieved in scenic art techniques for the achievement of different types of special effect, including relevant tools, materials and equipment safety and environmental issues and legislation associated with materials and equipment used to create effects

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: knowledge of a range of techniques which can be used to create different effects ability to apply techniques to achieve the desired special effect.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the production of scenic art which requires the achievement of a special effect interaction with others to reflect the collaborative nature of the process.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using techniques to achieve special effects evaluation of scenic art pieces created by the candidate oral or written questioning to assess knowledge of techniques, materials and equipment review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Assessment of this unit requires access to: painting materials, tools and equipment commonly used to create special effects for scenic art a workspace in which scenic art can be produced.

Range Statement

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.
Special effects may include:	particular textures trompe l'oeil
Relevant colleagues may include:	designers other scenic artists stage carpenters technicians
Appropriate research sources may include:	historical data Internet previous productions references and texts work of other artists
Scenic art equipment may include:	brushes charcoal sticks conversion tables cutting boards and tables dyeing facilities glue guns graining combs hammers hopper gun measuring tapes rollers scissors and cutters sponges spray guns stamps tacks tools, e.g. wire cutters, hammers, pliers
Scenic art may include:	back drops cycloramas drops flats flooring and floor cladding flown pieces large props, e.g.: furniture rakes rostra scaffolding soft drapes stairs treads

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - scenic art

Co-requisite units

Co-requisite units

CUESCE08B Realise scenic art designs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to interpret scenic art production schedules and realise scenic art designs. As such, it builds on the skills found in other units which focus on specific techniques, to encompass the realisation of a broad range of scenic art types. This unit also underpins units that focus on the use of experimentation to meet design requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Set designers or senior supervising scenic artists apply the skills and knowledge outlined in this unit. They are responsible for ensuring that all scenic art elements are created according to designs and ready for installation in performance spaces. This unit also has linkages to other scenic art units and units within the Visual Arts Craft and Design Training Package. Combined assessment and or training with some of those units may be appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine scenic art requirements	1.1. Correctly interpret the scenic art production schedule, scenic art specifications and lists 1.2. Liaise with relevant personnel to confirm the scenic art production requirements 1.3. Contemplate and consider scenic art methods and techniques to ensure that correct visual interpretation of the production requirements is met
2. Prepare for scenic art production	2.1. Accurately project the design line drawings or draw to scale 2.2. Determine the appropriate methods and techniques to be used for the production of scenic art elements, in accordance with the design and specification requirements 2.3. Select and prepare the required equipment, tools, materials and paints in accordance with the design and specification requirements 2.4. Prepare paints in accordance with the design and specifications requirements, occupational health and safety procedures and environmental factors
3. Realise scenic art	3.1. Paint and texture the scenic cloths and sets using the selected materials, techniques and painting styles 3.2. Participate in ongoing discussions with relevant personnel throughout the painting process, to ensure scenic art design requirements are met 3.3. Follow safety procedures during the construction process in accordance with organisational and legislative requirements 3.4. Participate in any ongoing production technique trials to establish the best results during the production of the scenic art elements, including: colour mixes, textures, materials and painting styles 3.5. Identify potential different approaches that may enhance the final outcome and incorporate these into the work process
4. Finish and check scenic art	4.1. Fire proof scenic art elements in accordance with occupational and public health and safety legislative requirements 4.2. Liaise with relevant personnel to evaluate and check the scenic art elements for accuracy and compliance with design and production specification requirements 4.3. Identify and make any necessary adjustments in accordance with discussions, making accurate changes to relevant documentation 4.4. Correctly label and code all scenic art elements for identification during the production 4.5. Store the scenic art elements in accordance with organisational procedures and requirements for the specific type of work 4.6. Clean, maintain and store tools, equipment and materials in accordance with relevant workplace and safety requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret production documentation numeracy skills sufficient to calculate/mix quantities
Required knowledge
range of materials used in scenic art, including paints and cloths capabilities of equipment used in scenic art as specified in the Range Statement legislative and organisational occupational health and safety standards, including safe handling of hazardous materials colour mixing techniques major painting styles such as cubism, surrealism, impressionism and a basic knowledge of architectural styles, features and finishes colour theory, line, dimension, chiaroscuro, depth, and their application painting techniques such as water colour technique and opaque technique the behaviour of various materials, finishes, painting techniques and colours under lighting general knowledge of the properties of materials used in set construction the application and properties of a range of paints and media used in scenic art realisation the properties and characteristics of a variety of materials before and after art finishing ways of adapting and combining techniques and materials to achieve different scenic art effects environmental issues associated with tools and materials used in scenic art awareness of copyright, moral rights and intellectual property issues and legislation

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: ability to produce full scale scenic art to meet specific production needs application of a range of painting techniques to produce varied effects.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the production of multiple full scale scenic art elements which require different effects to be achieved.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using painting techniques to produce scenic art evaluation of scenic art produced by the candidate in terms of quality of finish and meeting of design requirements oral and written questioning to assess knowledge of art styles, techniques and safety issues review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: painting equipment and materials used in scenic art scenic art design specifications.

Range Statement

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.
Relevant personnel may include:	designer head of department supervisor other scenic artists
Methods and techniques within this unit could be quite broad in nature and may include:	anti-clogging techniques for scenic gauzes glazing marbling perspective preparation priming scaling up drawings stencilling, e.g. rollers and stamps traditional scene painting techniques for canvas transparent painting for silk and nessle cloths velour and velvet painting techniques woodgraining
Scenic art elements may include:	back drops canvas cycloramas drops flats flooring and floor cladding, e.g.: tarkett flown pieces gauze large props, e.g.: furniture nessle rakes rostra scaffolding silk soft drapes, e.g.: legs border stairs synthetic fabrics, e.g.: plastics treads velour wool
Materials used may include:	adhesives dyes solvent-based paints stains texture mediums water-based paints
Equipment may include:	brushes sponges spray guns stamps
Legal and safety requirements may include:	fire proofing

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - scenic art

Co-requisite units

Co-requisite units	It is strongly recommended that this unit be assessed with or after the following units: CUESCE05B Apply a general knowledge of scenic art CUESCE06B Use scenic art painting techniques.

CUESET04C Use research, innovation and experimentation to create props

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to undertake research and experiment with various techniques and media to achieve new props and props effects. This unit builds on the skills found in other props construction units. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Props makers and designers in the entertainment and screen and media industries apply the skills and knowledge outlined in this unit. Typically this process takes place after the creation of the overall set design, or it can be an integral part of the design process. This unit has linkages to other set construction units and design units, and combined assessment and/or training with those units may be appropriate, e.g.: CUESET11B Develop set construction plans to meet design requirements CUESET04C Use research, innovation and experimentation to produce props CUESCE04C Use research, innovation and experimentation to produce scenic art Visual arts units.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify the potential or need for new construction techniques and media	1.1. Analyse design or production elements to determine areas where research and experimentation may be appropriate 1.2. Pro-actively assess the potential for the use of new construction techniques and media to maximise the effectiveness of props
2. Conduct research	2.1. Undertake relevant research to identify the historical, cultural and other factors that might influence construction techniques or media 2.2. Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property, moral rights and copyright requirements 2.3. Identify appropriate specialists who may be able to contribute to the overall props realisation 2.4. Maintain references in an accessible form to allow for use by other colleagues as required 2.5. Use research material to adapt styles for practical construction and performance needs
3. Experiment with props construction techniques and different media	3.1. Conduct or coordinate trials to establish the best ways in which the desired props effect can be achieved, including experimentation with: materials, colour, texture, construction techniques and painting styles. 3.2. Follow appropriate safety procedures during experimentation in accordance with organisational and legislative requirements 3.3. Assess results of experimentation balancing the need for creative effectiveness and construction and cost practicality 3.4. Consider safety issues for production and performance personnel in the development of new approaches to set construction 3.5. Select, adapt or introduce new materials, tools, equipment or technology for the achievement of different effects 3.6. Liaise with colleagues to provide information on the results of experimentation and to make appropriate decisions on new techniques and media

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research skills and sources of information to inform research and experimentation on set construction literacy skills sufficient to undertake research and interpret information and material from a broad range of sources numeracy skills sufficient to evaluate resource costs
Required knowledge
the expressive qualities of props as they relate to the nature of the work, the style of the production and the qualities of the performance innovative and experimental props construction techniques for a wide range of props ways in which design concepts can be translated into creative and workable props solutions the behaviour of various materials under different types of lighting ways of adapting props construction methods skills across styles, genres and art forms, including film, television, radio and live performance in dance, music, drama techniques for testing finished and unfinished materials, such as fabric, leather, vinyl, plastic, foam, latex, found objects, straw, paper, and cardboard the properties and characteristics of a variety of materials before and after art finishing sources of raw, part-processed and processed materials and components costs and costing processes for props construction organisational and legislative occupational health and safety procedures in relation to props construction copyright, moral rights and intellectual property issues and legislation as they apply to props environmental issues associated with tools and materials used in scenic art and potential issues associated with new approaches

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: in depth knowledge of a wide range of techniques and media that may be used and adapted for prop construction ability to create innovative props effects through appropriate research and experimentation.
Context of and specific resources for assessment	The assessment context must provide for: creative collaboration with others in a process to experiment with new techniques to achieve effects for a particular production requirement.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of effects developed by the candidate to meet a particular brief evaluation of ideas and methods developed by the candidate to create a range of different effects and production contexts oral or written questioning to assess knowledge of materials and techniques review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: set designs, set elements and devices, materials and techniques.

Range Statement

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.
The need for research and experimentation on props techniques and media may be related to requirements for:	budgetary limitations overall creative direction special effects
Techniques may include:	gluing metalwork, e.g.: cutting, welding, brazing moulding painting sculpting and other shaping methods woodworking
Media for props construction may include:	adhesives fabric fabrics fasteners fibreglass leather masonite metal products, e.g.: bars tubes sheets moulded or cast metal mouldable materials moulded or cast metal paper products plaster plastics, e.g.: moulded sheet polystyrene thermoplastic timber timber products, e.g.: plywood particle board craftwood masonite

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - props

Co-requisite units

Co-requisite units	It is strongly recommended that this unit be assessed with or after the following units: CUFSET301A Assemble and maintain sets CUESET11B Develop set construction plans to meet design requirements.

CUESET05C Apply set construction techniques

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge to apply basic carpentry skills to the construction of sets within any production in the cultural industries. As such it focuses on the particular A person working under supervision would generally undertake this role. Skills working with hand and power tools would be required to complete this unit. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People assisting with the construction of sets in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. In this role they use hand and power tools, and a range of materials and techniques, to create simple set elements such as flats and treads. At this level their work would be closely supervised.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Select equipment and materials for set construction	1.1. Liaise with supervisor to determine the nature of set construction requirements 1.2. Correctly identify and select appropriate materials for set construction in accordance with supervisor's instructions 1.3. Calculate correct quantities of materials required and minimise waste where possible 1.4. Select appropriate equipment and tools in accordance with materials being used and type of set construction required
2. Use set construction techniques	2.1. Correctly use techniques to construct set elements 2.2. Complete the set construction process in a logical manner 2.3. Follow appropriate safety procedures throughout the set construction process in accordance with organisational and legislative requirements 2.4. Work cooperatively with other team members to ensure efficiency and quality in the set construction process 2.5. Identify any problems with the set construction process promptly and take appropriate action within the scope of individual responsibility

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret safety instructions numeracy skills sufficient to calculate quantities and take measurements
Required knowledge
terminology used in set construction, including types of scenery, joints and fixing systems stage geography terminology particular types of materials used for set construction, rationale for selection of these materials and their properties, applications and durability particular techniques used in set construction and rationale, including common types of joints and assembly techniques safety issues associated with the construction of sets, including various fireproofing techniques for different materials format and meaning of technical drawings used to inform set construction organisational and legislative occupational health and safety requirements, in particular with regard to safe manual handling techniques and working with hazardous substances

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: understanding of the properties, applications and durability of different types of materials that can be used to make set elements correct and safe use of techniques to construct simple set elements.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through construction of set elements on more than one occasion completion of set construction tasks within realistic workplace timeframes.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using techniques to construct set elements evaluation of items constructed by the candidate in terms of quality finishing and appropriate structural soundness oral or written questioning to assess knowledge of set construction and stage geography terminology portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: materials, tools and equipment required to construct simple set elements a workspace in which construction can take place.

Range Statement

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.
Set construction techniques at this level would generally involve construction of the following:	braces doors built into a flat flats flown pieces treads windows built into a flat
Set materials may include:	adhesives craftwood, Masonite, plywood fabric fasteners fibreglass, canvas and other fabrics metal products, e.g.: bars, tubes, sheets, moulded or cast metal paper particle board plastics, e.g.: moulded sheet timber timber products
Appropriate techniques may include:	fastening gluing joining metalworking, e.g.: welding, cutting timber construction techniques, e.g. cutting
Occupational and public health and safety legislative requirements may include:	Commonwealth, State and Territory occupational health and safety regulations relevant local government legislation and regulation relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - sets

Co-requisite units

Co-requisite units	This unit has linkages with a range of other general building and construction units and set construction units. It is strongly recommended that this unit be assessed with or after the following units:
CPCCCM1005A	Carry out measurements and calculations
MEM18001C	Use hand tools

CUESET07C Use research, innovation and experimentation to create sets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to undertake research and experiment with various techniques and media to achieve new set effects. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Set builders and designers in the entertainment and screen and media industries apply the skills and knowledge outlined in this unit. Typically this process takes place after the creation of the overall set design, or it can be an integral part of the design process. This unit also has linkages to other set construction units and design units, and combined assessment and/or training with those units may be appropriate, e.g.: CUESET501A Conceive, develop and realise set designs CUFPRP01B Conceive, develop and realise props designs CUESET04C Use research, innovation and experimentation to create props.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify the potential or need for new construction techniques and media	1.1. Analyse design or production elements to determine areas where research and experimentation may be appropriate 1.2. Pro-actively assess the potential for the use of new construction techniques and media to maximise the effectiveness of set designs
2. Conduct research	2.1. Undertake relevant research to identify the historical, cultural and other factors that might influence construction techniques or media 2.2. Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property, moral rights and copyright requirements 2.3. Identify appropriate specialists who may be able to contribute to the overall set design realisation 2.4. Maintain references in an accessible form to allow for use by other colleagues as required 2.5. Use research material to adapt styles for practical construction and performance needs
3. Experiment with set construction techniques and different media	3.1. Conduct or coordinate trials to establish the best ways in which the desired set effect can be achieved, including experimentation with: colour mixes, textures, materials, construction techniques and painting styles 3.2. Assess results of experimentation balancing the need for creative effectiveness and construction and cost practicality 3.3. Consider safety issues for production and performance personnel in the development of new approaches to set construction 3.4. Select, adapt or introduce new materials, tools, equipment or technology for the achievement of different effects 3.5. Liaise with colleagues to provide information on the results of experimentation and to make appropriate decisions on new techniques and media 3.6. Set-up or coordinate specific resource requirements which arise from the use of different techniques in accordance with workplace requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
ways of adapting set construction skills across styles, genres and art forms, including film, television, radio and live performance in dance, music, drama research skills and sources of information to inform research and experimentation on set construction costs and costing processes for set elements literacy skills sufficient to undertake research and interpret information and material from a broad range of sources numeracy skills sufficient to evaluate resource costs
Required knowledge
the expressive qualities of set construction as it relates to the nature of the work, the style of the production and the qualities of the performance innovative and experimental set construction techniques in 2-dimensional (2D) and 3-dimensional (3D) ways in which highly effective interaction between the effects produced by sets and performance action can be achieved the behaviour of various materials under different types of lighting techniques for testing finished and unfinished materials, eg fabric, leather, vinyl, plastic, foam, latex, found objects, straw, paper, and cardboard the use and properties of a range of paints and media not generally used in set construction the properties and characteristics of a variety of materials before and after art finishing testing finished and unfinished materials, such as fabric, leather, vinyl, plastic, foam, latex, found objects, straw, paper, and cardboard sources of raw, part-processed and processed materials and components from a range of sources and suppliers, and ascertaining their suitability organisational and legislative occupational health and safety procedures particularly in relation to set construction copyright, moral rights and intellectual property issues and legislation as they apply to sets environmental issues associated with tools and materials used in sets and potential issues associated with new approaches

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: in depth knowledge of a wide range of techniques and media that may be used and adapted for set construction ability to create innovative set effects through appropriate research and experimentation.
Context of and specific resources for assessment	The assessment context must provide for: creative collaboration with others in a process to experiment with new techniques to achieve effects for a particular production requirement.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of effects developed by the candidate to meet a particular brief evaluation of ideas and methods developed by the candidate to create a range of different effects and production contexts oral or written questioning to assess knowledge of materials and techniques review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: set designs, set elements and devices, materials and techniques.

Range Statement

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.
Set elements and devices on which research and experimentation could be required may include:	automated and animatronic devices electrical and mechanical winches flats flooring and floor cladding, e.g. tarkett, rakes flown pieces hydraulics large props, e.g. furniture lifts pneumatics revolves rostra scaffolding set building accessories, e.g. castors, slides, tracks, wires, pulleys soft drapes, e.g. legs, borders, cycloramas, backdrops, drops stairs traps treads trucks
The need for research and experimentation on set construction techniques and media may be related to design requirements for:	new effects overall creative direction special effects
Appropriate techniques may include:	fabrication metalworking timber construction techniques welding and soldering
Media for set construction may include:	adhesives canvas and other fabrics fabric fasteners fibreglass metal products, e.g. bars, tubes, sheets, moulded or cast metal paper plastics, e.g. moulded, sheet

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - sets

Co-requisite units

Co-requisite units	It is strongly recommended that this unit be assessed with or after the following units:
CUESET302A	Make sets
CUESET11B	Develop set construction plans to meet design requirements

CUESET09B Construct soft scenery

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to construct soft scenery for theatrical productions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People assisting with the construction of sets in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. In this role they construct soft scenery which refers to set items where the main materials used are cloth, e.g. legs, borders, floor cloths, cut cloths and sky cloths. As such, this unit focuses on the materials and techniques particular to these set elements.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Select equipment and materials for soft scenery construction	Correctly interpret set plans to determine soft scenery requirements Identify and select appropriate materials for soft scenery in accordance with production requirements Calculate correct quantities of materials required and minimise waste where possible Select appropriate equipment and tools in accordance with materials being used and the type of soft scenery required
2. Use techniques to create soft scenery	Correctly use techniques to construct soft scenery elements Complete the construction process in a logical manner Follow appropriate safety procedures throughout the set construction process in accordance with organisational and legislative requirements Work cooperatively with other team members to ensure work efficiency and quality of soft scenery Identify any problems with the soft scenery construction process promptly and take appropriate action within the scope of individual responsibility

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret set plans numeracy skills sufficient to calculate quantities and take measurements
Required knowledge
terminology used in relation to soft scenery, including types of soft scenery and associated parts stage geography terminology particular types of materials used for soft scenery construction, rationale for selection of these materials and their properties, applications and durability particular techniques used to construct different soft scenery items and rationale format and meaning of technical drawings used to inform set constructions organisational and legislative occupational health and safety requirements, in particular with regard to safe manual handling techniques and working with hazardous substances

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: understanding of the properties, applications and durability of different types of materials that can be used to make soft scenery correct and safe use of techniques to construct soft scenery elements.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through construction of soft scenery on more than one occasion completion of soft scenery construction tasks within realistic workplace timeframes.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using techniques to construct soft scenery evaluation of soft scenery items constructed by the candidate in terms of quality finishing and appropriate structural soundness oral or written questioning to assess knowledge of soft scenery construction techniques and stage geography terminology portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: materials, tools and equipment required to construct soft scenery a work space in which construction can take place.

Range Statement

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.
Soft scenery refers to any item where the main materials used are cloth, canvas or other pliable material. It must include:	borders cut cloths floor cloths legs sky cloths
Materials may include:	canvas gauze nessle silk synthetic fabric velour wool
Techniques for constructing soft scenery may include:	fastening fixing of ties and fasteners gluing joining reinforcing sewing
Occupational and public health and safety legislative requirements may include:	Commonwealth, State and Territory occupational health and safety regulations relevant local government legislation and regulation relevant National and International standards, guidelines and Codes of Practice, e.g. the Building Code of Australia

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - sets

Co-requisite units

Co-requisite units	This unit has linkages with a range of other general technical and set construction units. It is strongly recommended that this unit be assessed with or after the following units:
LMTCL2001B	Use a sewing machine
MEM18001C	Use hand tools

CUESET10B Construct mechanical sets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to construct mechanical and flown sets for any type of production/event. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People assisting with the construction of sets in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. In this role they construct mechanical set items, that is, any set element that requires the use of a mechanical device for operation.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Assess requirements for mechanical sets	1.1. Liaise with relevant colleagues to confirm requirements for mechanical sets 1.2. Correctly interpret production schedule, specifications, lists and drawings when available 1.3. Assess information to determine construction and safety issues associated with mechanical sets, including safety requirements
2. Select equipment and materials for mechanical sets	2.1. Select appropriate equipment and materials for mechanical set construction based on the way in which the set piece is to be used and the advantages and disadvantages of different options 2.2. Identify relevant budgetary or other constraints when making construction decisions 2.3. Calculate correct quantities of materials avoiding wastage where possible
3. Construct mechanical sets	3.1. Use techniques, tools and materials correctly and safely to create mechanical set pieces 3.2. Check items produced in terms of durability, quality of finish and suitability for production requirements 3.3. Check and test operation of completed set pieces to ensure safety in accordance with relevant organisational and legislative standards 3.4. Identify the need for adjustments and action accordingly

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret production documentation numeracy skills sufficient to calculate measurements and quantities and to interpret construction plans
Required knowledge
typical ways in which mechanical sets are used to meet varying production needs, including the ways in which devices can achieve different effects on stage properties and applications of devices used in mechanical sets, including an understanding of cables, levers, fulcrums and issues associated with electrically-controlled sets safety issues associated with mechanical sets and with the tools, equipment and materials used for construction

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: safe and correct use of techniques to integrate the use of mechanical devices into set construction knowledge of specific mechanical devices used within set construction, their uses and associated safety issues.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the construction of more than one mechanical set use of industry-current technology and materials for the construction process.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using equipment, tools and materials to construct mechanical sets evaluation of mechanical sets constructed by the candidate in relation to quality of finish and safe operation case studies to assess ability to adapt construction methods for different production requirements oral or written questioning to assess knowledge of safety issues, materials, techniques and equipment review of portfolios of evidence or third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Assessment of this unit requires access to: materials, equipment and tools required to construct a range of set elements venue/location in which sets can be constructed set specifications and drawings.

Range Statement

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.
Relevant colleagues may include:	designers director director of photography floor manager performers producer production designer technical director other set construction personnel other technical staff
Mechanical sets may include:	lift traps revolves stage trucks travelator treadmill
Construction and safety issues for mechanical sets may relate to:	availability of power need for specialised materials specific safety requirements for flown scenery stage or venue capacity, e.g. level of stage mechanisation available
Equipment and materials specific to mechanical set construction may include:	chains cradles motors pulleys weights winches wiring/cabling

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - sets

Co-requisite units

Co-requisite units	It is strongly recommended that this unit be assessed with or after other set construction units such as:
CUESET05C	Apply set construction techniques
CUESET09B	Construct soft scenery
CUESET302A	Make sets

CUESET11B Develop set construction plans to meet design requirements

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to interpret the set design and develop practical construction plans and specifications to meet design requirements for a complete set. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Senior or experienced set builders apply the skills and knowledge outlined in this unit. In this role they are responsible for liaising with workshop managers and designers and could be supervising others. This unit also has linkages to other set construction units and combined assessment and/or training in conjunction with those units may be appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	It is strongly recommended that this unit be assessed with or after the following unit:
CUESET302A	Make sets

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Interpret the set design from a construction perspective	1.1. Read and interpret the set design and other production documentation to determine the scope and nature of set elements and devices that need to be constructed 1.2. Contemplate and consider set construction methods and techniques which will lead to the best visual realisation of the design concept while meeting production budgets 1.3. Identify potential practical construction problems and limitations with proposed designs and communicate these to relevant personnel 1.4. Assess potential solutions and develop creative approaches to minimise problems and limitations 1.5. Liaise with design and other relevant personnel to discuss and confirm construction requirements
2. Develop set construction plans and drawings	2.1. Translate the set design into a practical plan for set construction in accordance with production requirements and relevant codes and regulations 2.2. Ensure that set construction meets aesthetic requirements and provides the correct visual interpretation of the production requirements 2.3. Identify and consider any specific production or performance issues that will impact on the nature of set construction 2.4. Identify and consider any safety issues that will need to be integrated into the construction process 2.5. Complete accurate specifications and drawings to a level of detail sufficient to guide the construction process 2.6. Correctly identify the materials, tools and equipment required for set construction, including budgetary estimates to meet production requirements 2.7. Communicate practical details for set construction to appropriate personnel at the appropriate time to ensure deadlines can be met and workflow efficiency is maximised

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills for the evaluation of information that impacts on set construction planning communication and negotiation skills in relation to working with creative personnel to realise design concepts
Required knowledge
techniques for creating technical plans from designs or other sources, e.g. painting, photograph, drawing, description construction methods used to achieve a range of commonly required set effects features, formats and contents of construction specifications and how to develop these costs of materials typically used in set construction typical stage dimensions, constructions and their impact on set construction planning organisational and legislative occupational health and safety procedures in relation to planning and completion of set construction work

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: effective communication skills to liaise with designers/directors ability to translate design concepts into creative and workable set construction plans ability to develop accurate construction specifications and drawings on which construction tasks can be based.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the creation of construction plans for more than one production involvement of and interaction with a team to reflect the collaborative nature of the set construction process.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of sets for which the candidate has made the construction plans case studies to assess ability to develop construction plans for a range of different designs/production needs discussion with those involved in the set construction process regarding the quality and accuracy of specifications, drawings and plans evaluation of specifications and drawings produced by the candidate oral and written questioning to assess knowledge of set construction techniques and safety issues portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: set designs from which the candidate can develop construction plans.

Range Statement

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.
Production documentation may include:	costume plots drawings lighting design paintings photographs scripts set design sound design venue specifications
Set elements and devices may be required for interior or exterior conditions and may include:	backdrops borders cycloramas drops large props, eg furniture flats flooring and floor cladding, eg tarkett flown pieces lifts pulleys rakes revolves rostra scaffolding set building accessories, eg castors slides soft drapes, eg legs stairs tracks traps treads trucks wires
Appropriate techniques may include:	fastening gluing joining metalworking, eg welding cutting timber construction techniques, e.g. cutting
Practical construction problems and limitations may relate to:	building regulations construction risks durability safety considerations technical and performance personnel size of performance space timelines
Relevant personnel may include:	carpenters designers external suppliers other technical specialists production manager stage manager
Occupational and public health and safety legislative requirements may include:	Commonwealth, State and Territory occupational health and safety regulations fire proofing of all set and scenic elements relevant local government legislation and regulation. relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia
Set materials may include:	adhesives canvas and other fabrics craftwood fabric fasteners fibreglass Masonite metal products, e.g. bars, tubes, sheets, moulded or cast metal paper particle board plastics, e.g. moulded sheet timber timber products, e.g. plywood

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - sets

Co-requisite units

Co-requisite units

CUESET17B Develop props construction plans to meet design requirements

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to interpret the set/prop design and develop practical construction plans and specifications to meet design requirements for props. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Senior or experienced props personnel apply the skills and knowledge outlined in this unit. In this role they are responsible for liaising with workshop managers and designers and could be supervising others. This unit has linkages to props construction units and to general drawing units. It is strongly recommended that this unit be assessed with or after those units.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Interpret set/props design from a construction perspective	1.1. Read and interpret the set/props design and other production documentation to determine the scope and nature of props requirements 1.2. Contemplate and consider props construction methods and techniques which will lead to the best realisation of the design concept while meeting production budgets 1.3. Identify potential practical construction problems and limitations with proposed designs and communicate these to relevant personnel 1.4. Assess potential solutions and develop creative approaches to minimise problems and limitations 1.5. Liaise with design and other relevant personnel to discuss and confirm construction requirements
2. Develop props construction plans and drawings	2.1. Translate the design into a practical plan for props construction in accordance with production requirements and relevant codes and regulations 2.2. Ensure that props construction meets the aesthetic requirements and provides the correct visual interpretation of the production requirements 2.3. Identify and consider any specific production or performance issues that will impact on the nature of props construction 2.4. Identify and consider any safety issues that will need to be integrated into the construction process and the way in which props will be used 2.5. Complete accurate specifications and drawings to a level of detail sufficient to guide the construction process 2.6. Correctly identify the materials, tools and equipment required for props construction, including budgetary estimates to meet production requirements 2.7. Communicate practical details for props construction to relevant personnel at the appropriate time to ensure deadlines can be met and workflow efficiency is maximised

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills particularly in relation to the evaluation of information that impacts on prop construction planning communication and negotiation skills particularly in relation to working with creative personnel to realise design concepts
Required knowledge
techniques for creating technical plans from designs or other sources, e.g. painting, photograph, drawing, description construction methods used to achieve a range of commonly required props effects features, formats and contents of construction specifications and how to develop these costs of materials typically used in props construction organisational and legislative occupational health and safety procedures particularly in relation to planning and completion of props construction work

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: effective communication skills to liaise with designers/directors ability to translate design concepts into creative and workable construction plans ability to develop accurate construction specifications and drawings on which construction tasks can be based.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the creation of construction drawings/plans for props for more than one production involvement of and interaction with a team to reflect the collaborative nature of the props construction process
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of props for which the candidate has made the construction plans case studies to assess ability to develop plans for a range of different props designs/production needs evaluation of specifications and drawings produced by the candidate oral and written questioning to assess knowledge of props constructions issues and techniques portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: props designs from which the candidate can develop construction plans.

Range Statement

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.
Props may include:	cable controlled props costume props, e.g.: armour, weapons, jewellery electrically controlled equipment furniture hand props, e.g.: food and beverage, blood, gore mechanised props pneumatically controlled props pre-production prototypes special effects props vehicles
Production documentation may include:	costume plots drawings lighting design paintings photographs scripts set design sound design venue specifications
Methods and techniques within this unit could be quite broad in nature and may include:	gluing metalwork, e.g. cutting, welding, brazing moulding painting sculpting and other shaping methods woodworking
Practical construction problems and limitations may relate to:	building regulations construction risks durability safety considerations technical and performance personnel size of performance space timelines
Relevant personnel may include:	carpenters designers external suppliers production managers stage managers other technical specialists
Props are constructed from a range of different media. Media may include:	fabric fabrics fibreglass leather masonite metal products, e.g.: bars, tubes, sheets mouldable materials moulded or cast metal paper products plaster plastics, e.g.: moulded sheet polystyrene thermoplastic timber timber products, e.g.: plywood, particle board, craftwood
Occupational and public health and safety legislative requirements may include:	Commonwealth, State and Territory occupational health and safety regulations relevant local government legislation and regulation relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia. safety and legal requirements include fire proofing of all set and scenic elements.

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - props

Co-requisite units

Co-requisite units

CUESET302A Make sets

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to interpret set construction schedules and specifications, and to produce sets for any production within the cultural industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit describes the skills and knowledge required to interpret set construction schedules and specifications, and to produce sets for any production within the cultural industries. It builds on the skills found in the unit CUESET05C Apply set construction techniques to include the full construction of a wider range of set elements and liaison with other technical and creative personnel. This unit also underpins units that focus on set construction planning and the use of experimentation to meet design requirements.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine set requirements	1.1. Correctly interpret the set production schedule, set specifications, lists and scale drawings 1.2. Liaise with relevant personnel to confirm the set construction requirements 1.3. Contemplate and consider set construction methods and techniques to ensure that correct visual interpretation of the production requirements is met through close liaison with relevant personnel
2. Prepare for set construction	2.1. Determine the accurate measurements for the construction of the set item and make appropriate alterations to the scale drawings 2.2. Determine the appropriate methods and techniques to be used for the production of the set, in accordance with the design and specification requirements 2.3. Select and prepare the required equipment, tools and materials in accordance with the design and specification requirements
3. Construct sets	3.1. Construct sets using selected materials, construction techniques and finishes 3.2. Construct various set elements in a logical order and to meet production timelines 3.3. Follow safety procedures during the construction process in accordance with organisational and legislative requirements 3.4. Participate in any ongoing production technique trials to establish the best results and solve any problems during the construction of the set items, including: colour mixes, textures, materials, construction techniques, construction of prototypes and painting styles 3.5. Identify potential different approaches that may enhance the final outcome and incorporate those into the work process
4. Finish and check the set	4.1. Complete required fireproofing in accordance with occupational and public health and safety legislative requirements 4.2. Liaise with relevant personnel to evaluate and check the set items for accuracy and compliance with design and construction specification requirements 4.3. Identify and make any necessary adjustments in accordance with discussions, making accurate changes to relevant documentation 4.4. Correctly label and code all partially finished set items for identification during the construction phase 4.5. Store the set in accordance with organisational procedures and the nature of the set, to avoid loss or damage 4.6. Clean, maintain and store tools, equipment and materials in accordance with relevant workplace and safety requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to visualise and interpret creative concepts literacy skills sufficient to interpret production documentation, construction specifications, instructions and drawings numeracy skills sufficient to calculate measurements technical skills sufficient to: draw (including perspective/technical drawing and drawing to scale) safely handle hazardous materials typically used in set construction use a range of set construction equipment including hand and power tools use a range of set construction techniques (including carpentry and joinery) work with specialised materials
Required knowledge
behaviour of materials, finishes, painting techniques and colours under lighting and other production conditions copyright, moral rights and intellectual property issues and legislation current and emerging technology relevant to set construction legislative and organisational OHS standards in relation to set construction principles and techniques of set construction and painting properties and characteristics of materials before and after art finishing properties, applications and durability of materials used for set construction safe handling techniques for hazardous materials typically used in set construction testing finished and unfinished materials, such as fabric, leather, vinyl, plastic, foam, latex, found objects, straw, paper, and cardboard

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to correctly and safely use techniques and processes to realise the creation of sets ability to interpret set designs and documentation in order to meet production requirements ability to interpret specifications correctly to determine appropriate construction techniques for a range of sets knowledge and understanding of the properties, applications and durability of different types of materials used to make set elements. This unit of competence applies to a range of industry sectors. The focus of assessment will depend on the industry sector. Assessment must be customised to meet the needs of the particular sector in which performance is being assessed. Assessment should only address those variable circumstances, listed in the range of variables statements, which apply to the chosen context.
Context of and specific resources for assessment	Assessment must ensure: access to a range of equipment as listed in the Range Statement access to materials, equipment and tools required to construct a range of set elements access to set specifications and drawings access to venues/locations in which sets can be constructed access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies to assess candidate's ability to determine construction techniques for a range of different set requirements evaluation of sets created by candidate in terms of construction quality and adherence to specifications oral or written questioning to assess knowledge of materials, safety issues and construction techniques review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM403A Coordinate film and media production services and resources CUFSET301A Assemble and maintain sets MEM18001C Use hand tools.

Range Statement

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.
Relevant personnel may include:	designer/production designer director (photography, technical) floor manager head of department performers producer set construction/production personnel set supervisor/manager specialist/technical staff
Set construction methods may include:	construction materials: adhesives cloths (canvas, gauze, nessle, wool, silk, velour, synthetic fabric) fabrics fasteners fibreglass leather masonite metal products (e.g. bars, tubes, sheets) mouldable materials moulded or cast metal paper products plaster plastic polystyrene thermoplastic timber/timber products wood construction methods, e.g.: fabrication gluing metalwork (e.g. cutting, welding, brazing) moulding painting sculpting (and other shaping methods) timber construction woodworking
Production requirements may include:	occupational, public health & safety requirements: commonwealth, state and territory OHS regulations local government construction legislation and regulation national and international standards, guidelines and codes of practice production environments: on location (interior, exterior) outside broadcast stage/theatre/venue studio production types: animated productions commercials documentaries feature films filmed events or performances live or pre-recorded television productions music video short films television productions of any type (e.g. music, drama, comedy, variety, sport)
Set item may include:	automated and animatronic devices back drops cycloramas drops electrical and mechanical winches flats flooring and floor cladding flown pieces hydraulics large props (e.g. furniture) lifts pneumatics rakes revolves road cases, boxes, crates for storage/transportation rostra scaffolding soft drapes special effects sets stairs traps treads trucks
Relevant documentation may include:	budgets colour charts confirmation of receipt and dispatch notes descriptive set checklists fault reports hire agreements manufacture schedules manufacturers' specifications/instructions measurement charts memos of instruction operational/project plan paint colour formulas production schedules running sheets scripts set breakdown lists set construction schedule/plan set design sketches stock orders stock reports technical drawings

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - sets

Co-requisite units

Co-requisite units

CUESET501A Conceive, develop and realise set designs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to interpret the creative brief and develop/implement set designs for any production within the cultural industries. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit describes the skills and knowledge required to undertake the complete set design process, from initial conception of ideas to the final realisation of the design. As such the unit brings together the wide range of creative, technical and business skills required by a set designer.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Interpret the creative brief	1.1. Analyse the performance outline/script to determine overall production concepts 1.2. Participate in preliminary concept meetings with relevant personnel to discuss the set requirements of the production 1.3. Identify all relevant factors which may determine and affect the design 1.4. Discuss and agree upon the role of the designer in the production process
2. Conduct and evaluate research	2.1. Identify and source references which may inform the design process 2.2. Critically analyse sources and references in the context of the current design project 2.3. Consider the impacts and potential of new and emerging technologies to inform the design 2.4. Collect, collate and adapt materials to develop initial design concepts
3. Generate and assess ideas	3.1. Generate a range of ideas for the design which respond sympathetically to the brief and provide creative solutions to technical issues 3.2. Discuss ideas and collaborate with relevant personnel to ensure contribution of ideas to the initial concept 3.3. Continuously reflect on and appraise ideas for implications on cost and time, technical feasibility, and suitability to meet the brief
4. Develop and document the design	4.1. Hold ongoing discussions with relevant personnel so that additional or changed requirements and new ideas are considered and incorporated during the development of the design 4.2. Ensure that agreement is reached with relevant personnel in relation to consistent artistic interpretation 4.3. Evaluate initial concepts and select the most appropriate approach, giving consideration to budget, research findings and ongoing reflection/discussion 4.4. Develop the set designs from the initial concepts ensuring: consistency with the style requirements of the script/production; research findings are incorporated; ideas are technically feasible and demonstrate awareness of parameters/resource constraints; and ideas demonstrate effective use of materials 4.5. Organise or undertake testing and experimentation with selected set designs 4.6. Develop an accurate record of the design, including all relevant information
5. Communicate design ideas and make amendments	5.1. Present draft set plans and specifications to relevant colleagues in an appropriate format 5.2. Participate in the initial and ongoing evaluation of the presented designs 5.3. Negotiate and agree to modifications to the design and undertake any necessary amendments 5.4. Agree to the final designs and produce accurate and comprehensive documentation to support implementation 5.5. Present final designs, plans and specifications to all relevant personnel and confirm that all production requirements have been met
6. Liaise with others to implement set construction	6.1. Liaise with relevant personnel to ensure that all set production requirements are met, quality standards are adhered to and work is undertaken within item, budget and technical constraints 6.2. Participate in meetings with performers to consult on designs 6.3. Participate in ongoing production meetings and evaluation of the set designs 6.4. Ensure that any design modifications are agreed, noted and acted upon 6.5. Inform relevant personnel of design changes 6.6. Update any required documentation and record and file in accordance with enterprise requirements

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: collect and interpret creative information, scripts and images negotiate with and lead teams prepare/present reports and design briefs visualise and interpret creative concepts initiative and enterprise skills sufficient to: exercise a high level of creativity and ingenuity maintain design integrity literacy skills sufficient to interpret and develop construction specifications numeracy skills sufficient to cost and budget for set design technical skills sufficient to: draw, paint, make models or use other representation techniques either manually or with CAD (including perspective and technical drawing) work with specialised materials planning and organising skill sufficient to: access raw, part-processed and processed materials and components from a range of sources and suppliers and ascertaining their suitability manage information manage projects and budgets undertake production scheduling and human resource management undertake research in relation to production design, including creative interpretation and adaptation work under pressure, work to deadlines and manage time.
Required knowledge
behaviour of materials, finishes, painting techniques and colours under lighting construction/manufacturing methods and implementation issues associated with the realisation of sets designs copyright, moral rights and intellectual property legislation in relation to production design current and emerging technologies relevant to set design ethical standards and protocols for designers working in the cultural industries principles and elements of design and their relevance to set design principles and techniques of design and script breakdown production scheduling process and its interrelationship with the design process properties, applications and durability of materials used in set construction relationship between design elements (costume, sets, lighting, props, sound) role of set design within the overall artistic direction of a production role of the set designerand relationship with other production personnel sources and availability of materials/equipment for set design and construction

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: ability to communicate and negotiate with a production team ability to develop and realise creative set design concepts which meet production requirements and constraints ability to project manage the design process ability to research, interpret and adapt design concepts.
Context of and specific resources for assessment	Assessment must ensure: access to a range of equipment as listed in the Range Statement access to production scripts/performance outlines on which designs can be based access to resources for the development and realisation of designs (including equipment, materials, financial and human resources) access to suitable venues for the realisation of productions access to appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: evaluation of set designs for which candidate has been responsible in terms of meeting creative brief and resource practicality evaluation of reports produced by candidate which demonstrate processes used in developing and realising creative concept oral or written questioning aimed at evaluating the processes used by candidate in developing and realising the creative concept review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCMM401A Make a presentation CUEDES04B Establish and refine a brief CUEDES05B Manage design realisation CUEFIN01C Develop a budget CUEFIN02C Manage a budget CUEIND02BResearch and evaluate theatrical references to inform industry practice CUESET07C Use research, innovation and experimentation to create sets CUESET10B Construct mechanical sets CUETEM01C Coordinate production operations CUVCOR09B Select and apply drawing techniques and media to represent andcommunicate the concept FNSICGEN402B Participate in negotiations.

Range Statement

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.
Relevant personnel may include:	choreographer designer director (art, photography, technical) floor manager performer producer production designer/manager set construction/production personnel set supervisor/manager specialist/technical staff
Production may include:	animated productions commercials documentaries feature films filmed events or performances live or pre-recorded television productions music video short films television productions of any type (e.g. music, drama, comedy, variety, sport)
Factors may include:	available expertise available resources (human, financial, physical) available technology budget director's approach/instructions level of assistance available during implementation and construction needs of other production areas regulations space/venue specifications or restrictions style/period/nature/scale of production timelines
References may include:	collages computer databases contact with historical associations digital images libraries manual files models musical scores newspapers, reference books, journals, texts paintings and illustrations photographs scripts (adapted or original) sketches talking and listening to experts technical production drawings use of the internet watching documentary films and videos writings of the period
Set designs may include:	automated and animatronic devices back drops cycloramas drops electrical and mechanical winches flats flooring and floor cladding flown pieces hydraulics large props (e.g. furniture) lifts pneumatics rakes revolves road cases, boxes, crates for storage/transportation rostra scaffolding soft drapes special effects sets stairs traps treads trucks
Accurate record of the design may include:	collages colour illustrations fabrics material swatches mock-ups models photographs plans (computer or manually generated) samples scale models of sets sketches specifications technical drawings
Set plans and specifications may include:	construction materials: adhesives cloths (canvas, gauze, nessle, wool, silk, velour, synthetic fabric) fabrics fasteners fibreglass leather masonite metal products (e.g. bars, tubes, sheets) mouldable materials moulded or cast metal paper products plaster plastic polystyrene thermoplastic timber/timber products construction techniques: ageing fabrication gluing metalwork (e.g. cutting, welding, brazing) moulding painting sculpting (and other shaping methods) timber construction woodworking
Production requirements may include:	occupational, public health & safety requirements: commonwealth, state and territory OHS regulations local government construction legislation and regulation national and international standards, guidelines and codes of practice production environments: on location (interior, exterior) outside broadcast stage/theatre/venue studio

Unit Sector(s)

Unit sector

Competency field

Competency field	Visual communication - sets

Co-requisite units

Co-requisite units

CUESMT12B Analyse performance outline/script

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to analyse a performance outline/script to identify the elements that contribute to the realisation of the script from both a technical and creative perspective. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The role outlined in this unit is particularly relevant to stage managers but may also be applicable to those working in individual production areas. This unit has linkages to a range of other technical and stage management units and combined assessment and/or training with those units may be appropriate, e.g.: CUESMT09B Plot and rehearse cues CUESMT08B Call the production/event CUESMT11B Create, update and use production reference documents CUFLGT402A Set-up, record and operate lighting cues and effects CUELGT07C Record and operate lighting using advanced techniques CUESET17B Develop props construction plans to meet design requirements CUESET04C Use research, innovation and experimentation to create props CUESET11B Develop set construction plans to meet design requirements CUESET07C Use research, innovation and experimentation to create sets.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Read and analyse performance outline /script	1.1. Source outline/script at the appropriate time from relevant colleagues 1.2. Determine the overall creative and technical parameters of the production through analysis of the outline/script 1.3. Identify the need for, and undertake appropriate research to assist in providing context for the production
2. Determine specific production requirements from performance outline/script	2.1. Undertake a detailed breakdown of the outline /script and determine accurate and precise production requirements 2.2. Accurately document requirements in a format suited to the area of production 2.3. Identify and document any areas of the production which require clarification with colleagues 2.4. Consult colleagues to confirm and clarify production requirements
3. Integrate key information into planning and pre-production	3.1. Distribute key production information to relevant colleagues 3.2. Incorporate information gained from outline/script into relevant documentation and planning processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
for research skills needed to enhance understanding and appreciation of production context literacy skills sufficient to analyse complex outlines/scripts to inform decision-making and planning
Required knowledge
format and structure of performance outlines/scripts relevant to the area of work, e.g. plays, concert outlines, corporate event outline documentation formats required for information extracted from performance outlines/scripts broad historical and cultural context for types of productions relevant to the area of work

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: knowledge of the format and structure of performance outlines/scripts in the relevant industry context ability to apply techniques for the analysis and breakdown of a script to inform production planning.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the analysis of a script or performance outline and production of accurate documentation on specific production requirements.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: review of documentation prepared by the candidate from outline/script analysis discussion with the candidate to assess understanding of the outline/script presentation of key information extracted from the outline/script oral or written questioning to assess knowledge of cultural context, different formats relevant to the type of production review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	This unit requires access to: scripts/performance outlines on which the candidate can work.

Range Statement

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.
Performance outline/script is a generic term, and may relate to:	any type of production/event (live or otherwise)
Creative parameters of the production may relate to:	characterisation cultural context design issues overall atmosphere and mood plot development and flow of action (rising, climax, falling) style symbolism
Technical parameters of the production and specific production requirements will be closely linked to the creative parameters and may relate to:	audio costume design issues general staging lighting set, props, scenic art
Appropriate research to assist in the provision of context may relate to:	audience analysis in location for production cultural/historical context review of corporate objectives review of other productions social analysis (current or historical)
Format for documentation will vary depending on the production area but may include:	'doubling' list cast list cast/character/costume/props matrix extract lists lighting plots notated score quick change lists rehearsal scene breakdown scene by scene principles and extras lists

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - stage management

Co-requisite units

Co-requisite units

CUESOU07B Apply a general knowledge of audio to work activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the foundation skills and knowledge required to complete a range of general audio-related tasks in a live venue environment. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People assisting with audio operations in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. They are working under the direct supervision of an experienced sound technician. The role includes the need for an understanding of the role of sound technicians, the process for setting up audio equipment and the functions of a range of sound equipment. Equipment operation is at a routine level. This unit underpins and has linkages to general technical units and all other audio units, and combined training and assessment with those units may be appropriate, e.g.: CUSOHS301A Follow occupational health and safety procedures CUETGE15B Handle physical elements safely during bump in/bump out.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Make preparations for audio set-up	1.1. Extract key information from audio installation plans and confirm requirements with supervisor 1.2. Correctly identify preferred rigging and positioning points for audio equipment 1.3. Correctly identify cables used to connect different audio components 1.4. Correctly identify and sort equipment and accessories in preparation for set-up, ensuring appropriate handling and taking account of equipment differences
2. Complete tasks using audio equipment	2.1. Correctly connect, disconnect and position audio system cables, including microphone, speaker, multicore and power feeds, in accordance with supervisor's instructions and safety requirements 2.2. Wire the audio system in correct sequence and confirm with supervisor 2.3. Set start up and operating settings in correct sequence and correctly use features of audio desk in accordance with instructions 2.4. Identify any problems with equipment promptly, take action within scope of individual responsibility or report to supervisor 2.5. Use positioning and equalising techniques to create optimum sound quality 2.6. Communicate appropriately with other technicians, performers or customers during the completion of tasks

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to extract key information from audio installation plans numeracy skills sufficient to sort and count equipment
Required knowledge
the general scope and potential of audio operations within different live production contexts, e.g. theatre, music, corporate the relationship between audio operations and other technical and performance areas, including lighting, vision systems and performance typical roles and responsibilities of audio technicians in different contexts, including different career paths fundamentals of sound in a circuit, including understanding that microphone level is 40 to -60dB line level features and meaning of a typical sound system signal flow chart, including signal chains, gain structure and levels decibel levels and basic sound pressure level measurement, including that frequency is measured in Hertz, understanding the differences between 100Hz and 1kHz understanding of phase, including phase cancellation, and that at 180 degree phase difference signals do cancel each other out common terminology used in relation to audio occupational health and safety requirements and legislation that relate to audio personnel, in particular with regard to working safely with electricity requirements for the storage of audio equipment key features, purpose and basic operating procedures of major types of audio equipment, including different types of loudspeakers, audio mixing consoles, signal processing equipment, input source equipment and common accessories different types of cable, their usage in different situations and how to care for them, including: microphone cables; how to run safely and neatly and where to store excess speaker cables; how to run safely and neatly and avoid lighting components multicore cables, how to run safely and neatly and where to store excess power cables, how to run safely and neatly and where to store excess

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: recognition of sound equipment, including key features and purpose understanding of signal flow through the audio chain completion of audio-related tasks in accordance with health and safety procedures.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the completion of a range of preparatory and set-up tasks with industry-current audio equipment project or work activities that allow knowledge to be applied to specific production contexts and situations.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate completing audio-related tasks evaluation of equipment which has been set-up by the candidate oral or written questioning to assess knowledge of equipment and audio theory review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: a range of sound equipment as identified in the Range Statement a sound system an environment in which an audio system can be run.

Range Statement

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.
Equipment must include:	audio mixing consoles input source equipment loudspeakers
Accessories used in live audio may include:	active splits analysis software continuity and phase testers DI boxes insolation transformers spectrum analysers SPL meters white or pink noise generators
Equipment differences for loudspeakers may include:	features of high frequency compression driver types size of paper cone loudspeakers
Equipment differences for audio mixing consoles may include:	how front of house consoles differ from stage monitor consoles, particularly the difference between pre and post fade auxiliary sends
Equipment differences for input source equipment may include:	devices in the main signal chain, e.g. equalisers, CD, cassette, mini disk devices inserted over individual channels, such as noise gates, limiters, compressors, preamps
Correct start up sequence and operating settings for an audio system would include:	ensuring all amplifier volume controls are down (at minimum settings) ensuring all output faders on console are down (at minimum settings or muted) powering up all front-of-house equipment first powering up amplifiers last winding up amplifier volumes after all equipment is powered up
Correct sequencing of wiring would include:	connection of adequate mains to all components and understanding of power isolation patching to create a complete signal chain from input to output safe and neat positioning of cables and multicore
Sound equipment may include:	amplifiers to suit the system analogue FOH mixing desk of at least 24:8:2 format CD player computer DAT effects rack hard disc recorder microphones of different pickup patterns and types mini disc signal processing equipment speakers as part of the system stereo 3-way PA system for audiences of different sizes

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUESTA01C Install staging elements

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to install a range of staging elements for any production within the cultural industries. It builds on the skills found in the unit CUESTA05C Apply a general knowledge of staging to work activities. The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels. CPCCLDG3001A Licence to perform dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level. Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering a construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit 'CPCCOHS1001A Work safely in the construction industry' fulfils this requirement.

Application of the Unit

Application of the unit	Mechanists apply the skills and knowledge outlined in this unit. In this role they are responsible for installing a range of scenery and set items for performances or events. These include soft scenery, as well as weight and non-weight bearing set items. This unit has linkages with a range of other staging and technical production units, and combined assessment and/or training with those units may be appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for installation of staging	1.1. Prepare venue at the appropriate time in accordance with bump-in schedule 1.2. Read, correctly interpret and apply stage plans to venue layout 1.3. Identify and liaise with relevant personnel to determine the sequence of installation for staging elements 1.4. Where there is an existing stage, communicate modifications clearly to relevant personnel and implement as required 1.5. Install other equipment and necessary structures in consultation with the relevant personnel 1.6. Pre-rig equipment as required within safety guidelines and licensing requirements
2. Install staging elements	2.1. Mark out ground plan accurately onstage in accordance with design specifications and venue requirements 2.2. Install staging elements in accordance with design specifications and requirements of the production 2.3. Install staging elements in the appropriate sequence as agreed with relevant personnel 2.4. Install staging elements in accordance with safety regulations and any manufacturer instructions 2.5. Select and use appropriate equipment to assist with staging installation, using safe working practices at all times
3. Check staging elements after installation	3.1. Check each staging element to ensure operational standards for performance are achieved and that all safety requirements have been met 3.2. Identify any problems with staging elements, take appropriate action to rectify or refer to relevant personnel for action 3.3. Identify any modifications required to improve suitability for performance and take appropriate action

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret stage plans numeracy skills sufficient to take measurements required for installation
Required knowledge
types of control desks which operate stage machinery techniques for working out load capacity of stage machinery safe and efficient methods and procedures used in manoeuvring loads techniques for handling scenic elements, eg toggling flats and pin hinging relevant legislative and/or organisational health and safety requirements, including safe manual handling techniques, working at heights, moving loads safely safety issues associated with using ladders signals to be employed when using stage machinery safety procedures to be followed in the event of lifting, revolving or trucking emergencies

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: application of safe working practices for installing staging elements knowledge of safety issues specifically associated with the installation of staging ability to communicate effectively within a staging team.
Context of and specific resources for assessment	The assessment context must ensure: practical demonstration of skills through the installation of staging elements for more than one production installation of staging elements within realistic workplace timeframes involvement of and interaction with a production team to reflect the collaborative nature of staging installation.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate completing installation tasks inspection of staging elements installed by the candidate oral questioning/interview to assess knowledge of safety and equipment procedures review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: a venue where the installation of staging can take place staging equipment.

Range Statement

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.
Relevant personnel may include:	designers directors production managers stage managers technical specialists venue management
Staging elements may include:	framed scenery, e.g.: flats profiles doors windows furniture and other set props non-weight bearing scenery, e.g.: columns trees revolves soft scenery, e.g.: canvas legs borders cloths gauzes cycloramas trucks weight bearing scenery, e.g.: rostra ramps steps
Modifications to an existing stage may include:	altering grid and other structures under appropriate supervision installing staging extensions
Equipment, used during installation may include the following, within regulation limits and licensing requirements:	cherry pickers ladders and A-frames maxilift or genie-type lifter mobile scaffolding scissor lift tallescopes
Installing staging aspects of the show may involve setting up additional facilities for certain venues, particularly outside venues, and construction of extra requirements, which may include the following (within regulation limits):	cast and crew amenities, e.g.: dressing rooms catering facilities fences front-of-house facilities ground coverings public amenities scaffolding seating stage coverings stages tents

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - staging

Co-requisite units

Co-requisite units	It is strongly recommended that this unit be assessed with or after the following units:
CUESTA05C	Apply a general knowledge of staging to work activities
MEM18001C	Use hand tools

CUESTA05C Apply a general knowledge of staging to work activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to provide assistance with the installation of staging under direct supervision. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People assisting with staging for live entertainment events and productions apply the skills and knowledge outlined in this unit. At this level their work would be closely supervised. The role includes the need for an understanding of stage geography, staging equipment and staging terminology plus basic stage preparation and set positioning. This unit has linkages to a range of other technical units and combined assessment and/or training with those units is recommended, e.g.: CPCCCM1005A Carry out measurements and calculations MEM18001C Use hand tools.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare stage area	1.1. Refer to stage plan and consult with supervisor to obtain details of work requirements 1.2. Identify the need for general clearing and cleaning of stage area and take appropriate action 1.3. Mark out stage accurately in accordance with stage plan and directions from supervisor 1.4. Liaise with other production personnel to ensure timing of staging installation is appropriate in relation to other production requirements
2. Lay up floor and position set pieces	2.1. Lay up floor in accordance with stage plan and directions from supervisor 2.2. Move and assemble set pieces in accordance with stage plan and directions from supervisor 2.3. Follow appropriate safety procedures when laying floor and positioning set pieces 2.4. Identify any adjustments required in consultation with supervisor and other personnel and take appropriate action 2.5. Clean up and clean surrounding areas to ensure safe work space for all personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to interpret a stage plan numeracy skills sufficient to take basic stage and staging measurements
Required knowledge
role of staging personnel within the overall production and interrelationship with other production personnel stage geography and terminology, including upstage, downstage, on/offstage, stage right/left, scenery dock, PS, OP, cameral left, camera right (for film and TV) different types of common stage machinery and equipment and the main safety issues associated with their use basic set assembly, including the correct way to run and float a flat, to lash/toggle and pinhinge flats together and to use tech screws and bolts for assembling set pieces methods of tying cloths, drapes, tabs, etc to a barrel, including legs, borders, scrims, gauzes, cycloramas a variety of knots, including bowline, clove, hitch, half-hitch, reef knot, rolling hitch, truckies hitch, overhand knot, figure of eight knot (single and double), whippings and rope seizing occupational health and safety requirements and their application to stage mechanics,, including the handling of hazardous substances

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: knowledge of the roles and functions of staging departments and staging personnel knowledge of entertainment industry terminology in relation to staging ability to follow instructions and safety procedures.
Context of and specific resources for assessment	The assessment context must ensure: demonstration of skills through the installation of staging that includes as a minimum the installation of flooring and basic set pieces involvement of and interaction with a team with whom the candidate can work and which is able to provide the overall direction for staging set-up.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate using appropriate and safe techniques to install staging inspection/evaluation of staging elements positioned by the candidate oral or written questioning to assess knowledge of staging terminology, features and uses of different types of equipment and stage geography review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: staging machinery, equipment and tools venue at which a production is being staged.

Range Statement

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.
Other production personnel may include:	designers directors production managers stage managers technical specialists venue management
Floor may be laid up using:	carpet dance floors, e.g. tarkett floor cloths/cladding masonite vinyl
Set pieces may include:	framed scenery, e.g.: flats, profiles, doors, windows furniture and other set props non-weight bearing scenery, eg: columns, trees revolves soft scenery, e.g.: canvas legs, borders, cloths, gauzes, cycloramas trucks weight bearing scenery, e.g.: rostra, ramps, steps

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - staging

Co-requisite units

Co-requisite units

CUESTA06B Apply a general knowledge of theatrical rigging

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to apply a broad knowledge of theatrical rigging to the live entertainment workplace. It does not cover the installation of rigs. The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels. CPCCLDG3001A Licence to perform dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level. Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering a construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit 'CPCCOHS1001A Work safely in the construction industry' fulfils this requirement.

Application of the Unit

Application of the unit	A range of technical production personnel involved in live entertainment events and productions apply the skills and knowledge outlined in this unit. Those who work in lighting, staging, sound or vision systems need a general understanding of rigging. This unit may also be useful for licensed riggers who have limited knowledge of the theatrical work context. This unit has linkages to a range of other technical production units and combined assessment and/or training may be appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine rigging requirements	1.1. Correctly interpret technical production requirements to determine rigging requirements and their impact on other aspects of work 1.2. Liaise with licensed riggers where required to confirm production requirements in relation to rigging 1.3. Correctly identify rigging-related tasks that may be completed by unlicensed personnel and those who require specialist assistance 1.4. Plan work appropriately in consultation with riggers to ensure smooth flow of work and efficient set up
2. Complete rigging related tasks	2.1. Complete tasks associated with rigging under direction and supervision of a licensed rigger 2.2. Use correct techniques to complete rigging-related tasks 2.3. Ensure that work is inspected by licensed rigger in accordance with safety and licensing regulations

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to read instructions for safety equipment numeracy skills sufficient to understand the equipment calculations associated with rigging
Required knowledge
the definition of rigging, different levels of rigging and its use in the entertainment industry safety equipment and how this is used, including harnesses and fall arresters hoists (different types) and why and how they are used in an entertainment context the features of spansets and their uses in an entertainment context trusses and correct and safe ways of using them the importance of weights, loads and counterweights, and how these are calculated shackles and other fittings and their uses in theatrical rigging the regulatory limitations on the role of technical production personnel in relation to rigging, and the types of tasks which must be undertaken by a licensed rigger

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: knowledge of rigging in an entertainment context knowledge of regulations in relation to the licensing of riggers and the limitations on the type of work that can be undertaken by unlicensed personnel.
Context of and specific resources for assessment	The assessment context must ensure: application of knowledge to specific technical production situations.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: case studies and problem solving to assess application of knowledge to different technical situations oral or written questioning to assess knowledge of rigging techniques and safety issues review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: Australian standards regarding rigging and scaffolding certification rigging equipment and materials venue where rigging is constructed.

Range Statement

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.
Rigging requirements may relate to one or more of the following:	audio lighting set construction staging vision systems
Licensed riggers may be:	contract labour fellow employees
Rigging related tasks that may be undertaken by unlicensed personnel may include:	application of fibre and wire rope assembling flying units assembling truss attachment of soft fittings communication as applicable to flying operation tying knots use of shackles, trim chains, turnbuckles, screweyes Rigging related tasks that may be undertaken by unlicensed personnel do not include work that involves hanging hoists, using of lifting equipment or slinging of spansets.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - staging

Co-requisite units

Co-requisite units

CUETEM01C Coordinate production operations

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to monitor and coordinate one or more of the technical production aspects of live theatre or event production. As such, it requires specific skills and knowledge in the relevant technical area plus a knowledge of management roles and responsibilities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	A senior technician or workshop supervisor would generally undertake this role. This unit has linkages to a range of other technical and general management units and combined assessment and/or training with those units may be appropriate, e.g.: CUEFIN02C Manage a budget CUETEM03C Establish and manage production requirements and resources.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Plan and organise workflow for production operations	1.1. Correctly assess workloads of colleagues and allocate work to facilitate effective and efficient operations 1.2. Delegate work to appropriate colleagues in accordance with the principles of delegation 1.3. Assess workflow and progress against agreed objectives and timelines 1.4. Assist colleagues in the prioritisation of workload through supportive feedback and coaching 1.5. Provide timely input to relevant colleagues in relation to staffing needs
2. Evaluate and monitor production operations	2.1. Check and evaluate production aspects at the appropriate times and in accordance with production schedule, legal and occupational health and safety requirements 2.2. Provide timely and relevant feedback and support on technical aspects to appropriate personnel as required 2.3. Initiate or organise modifications as required by the production and in consultation with colleagues 2.4. Check that documentation is updated as required in accordance with production requirements 2.5. Identify the need for technical run-throughs and negotiate as required
3. Solve problems and make decisions in relation to production operations	3.1. Identify technical problems promptly and analyse from an operational perspective 3.2. Initiate short- term action to resolve the immediate problem where appropriate 3.3. leadership and management roles and responsibilities within the area of technical production 3.4. Analyse problems for any long-term impact, and assess and action potential solutions in consultation with colleagues 3.5. Take follow-up action to monitor the effectiveness of the solution
4. Liaise with production colleagues to maximise quality	4.1. Identify key production personnel and liaise to ensure a holistic approach 4.2. Provide regular updates to colleagues in relation to production issues and general progress 4.3. Seek relevant information from colleagues to allow for timely response to changes in other areas of work

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
leadership and management roles and responsibilities within the area of technical production typical work organisation and work planning methods within the area of technical production
Required knowledge
in depth knowledge of the specific technical area (sound, lighting, staging, audiovisual, sets, props or scenic art) key aspects of the overall technical and creative production process for different types of live production the interrelationships between key artistic and technical personnel principles of effective delegation, including the provision of clear direction in devolving responsibility and accountability problem solving and decision making processes and techniques and their application to technical production in the workplace, in particular contingency management legal and occupational health and safety issues that affect technical production in relation to short-term work organisation effective communication techniques in relation to provision of feedback and support to colleagues

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this area: extensive knowledge of specialist technical area ability to monitor technical operations to ensure production requirements are met ability to respond to a range of common technical problems and challenges effective communication skills in relation to coaching and leadership.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the monitoring of one or more technical areas in the lead-up to and during more than one production involvement of and interaction with an artistic and technical team to reflect the collaborative nature of the skills in this unit involvement of a team for which the candidate is able to plan and organise workflow.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: attendance at and evaluation of the technical aspects of an event for which the candidate has been responsible evaluation of a report prepared by the candidate on the technical production process, the issues and challenges encountered and how these were overcome oral or written questioning to assess knowledge of management roles and techniques review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Assessment of this unit requires access to: technical production equipment in the area of specialisation a venue where a production can be staged.

Range Statement

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.
Production operations may refer to:	lighting sets/props/scenic art sound staging visual display
Colleagues may include:	artists carpenters designers directors stage managers technicians other specialist staff
Occupational health and safety requirements may include:	Commonwealth, State and Territory occupational health and safety regulations relevant local government legislation and regulation relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia
Appropriate times for evaluations may include:	at key stages during set-up before, during or after technical run-throughs during performance breaks just prior to the event
Modifications may include:	changes to technical drawings or plans cue sheet modification introduction of new equipment movement or replacement of physical elements
Problems with production operations may include:	conflicts between different production aspects impacts of last minute artistic changes need to adapt equipment/change equipment space limitations

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUETEM03C Establish and manage production requirements and resources

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to establish and manage resources and other requirements for a particular production area. It builds on the skills found in the unit CUETEM01C Coordinate production operations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	A head technician, technical manager or workshop manager would generally undertake this role. This unit has linkages to a range of other technical and management units and combined assessment and/or training with those units is recommended, e.g.: CUETEM01C Coordinate production operations CUEFIN02C Manage a budget CUESET11B Develop set construction plans to meet design requirements.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Establish production requirements	1.1. Evaluate initial production concepts and technical requirements in relation to feasibility, safety and any environmental impact 1.2. Provide timely, accurate and correct advice on the feasibility and safety of concepts and their implementation, including suggestions of workable alternatives as required 1.3. Accurately document details of safety and technical requirements in relation to the production concepts 1.4. Clarify production concepts and final requirements in consultation with the appropriate personnel as required
2. Complete plans for realisation of production requirements	2.1. Identify and agree on options for realisation and execution in consultation with the appropriate personnel 2.2. Correctly interpret production documentation/models to adapt these to serve practical requirements of construction or installation 2.3. Accurately and appropriately document all decisions, agreements and other relevant information in accordance with organisational procedures 2.4. Develop an action plan for implementing construction or installation incorporating all requirements in terms of labour, materials, equipment and facilities
3. Source and cost resources	3.1. Source and cost resource requirements as required in accordance with organisation policy and procedures 3.2. Develop realistic expenditure estimates to meet the budget allocation 3.3. Identify potential budget overruns and resolve and/or recommend alternatives to appropriate personnel. 3.4. Liaise with internal and/or external suppliers to acquire equipment and materials, using existing materials wherever possible 3.5. Follow appropriate financial procedures in accordance with organisational policies and procedures
4. Manage construction or installation	4.1. Organise and oversee work to ensure that construction or installation is completed within constraints of timeframes, budget and available technology 4.2. Allocate tasks in accordance with skill, preference, training requirements and multi-skilling considerations 4.3. Liaise with colleagues and attend appropriate run-throughs and/or production meetings to identify any alterations that need to be made to original design specifications 4.4. Monitor construction or installation to ensure that it meets design specifications, budgetary constraints and timelines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and negotiation skills in relation to liaising with production colleagues and resource acquisition
Required knowledge
in-depth knowledge of the specific production area practical production issues and limitations in relation to different design concepts and techniques planning methods and techniques relevant to the production area supply sources for resources relevant to the production area typical costs and costing processes relevant to the production area legal and occupational health and safety issues that affect production operations

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: effective communication with artistic staff, senior management, peers and subordinates ability to develop options for different production requirements and constraints extensive knowledge of specialist area, particularly in the area of resource acquisition and management.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the establishment and management of technical requirements for more than one production or event assessment conducted over a period of time to reflect the ongoing monitoring and implementation aspects of the unit involvement of and interaction with a whole production team to reflect the collaborative nature of the skills in this unit.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of a particular technical aspect of and event or production for which the candidate has been responsible from planning to realisation evaluation of reports prepared by the candidate analysing the processes undertaken to realise the technical aspects of a production and identifying key challenges and ways of overcoming those challenges case studies to assess ability to develop technical approaches for different production situations problem solving exercises to assess ability to generate solutions to a common range of challenges encountered review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Assessment of this unit requires access to: venue where a production can be staged equipment and materials relevant to the production area.

Range Statement

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.
Production resources and requirements may relate to:	audio audiovisual lighting props scenic art sets special effects stage management
Appropriate personnel may include:	designers directors production managers other technical specialists
Production documentation/models may include:	designs drawings models plans production notes script
Decisions on most appropriate implementation method/s may take account of factors, including:	budget constraints time venue other company resource restrictions or safety considerations
Resource requirements may include:	equipment facilities labour materials
Resources may be acquired through:	acquiring necessary licences and approvals, e.g. firearms licence borrowing contra-deals hiring purchasing renting
Labour requirements may be for:	consultants/specialists contract staff permanent staff
Financial procedures may include:	establishing cheques and petty cash arrangements establishing paperwork requirements, e.g. purchase orders, requisitions, record keeping, invoices quotes and estimates implementing appropriate delegation and accountability arrangements

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUETEM06B Organise and monitor bump in/bump out

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to oversee the bump in/bump out process for one or more technical aspects of a production. It is very closely linked to the unit 'CUETEM01C Coordinate production operations' which has a particular focus on the organisation and transportation of physical production elements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Head technicians or stage management personnel would generally undertake this role. This unit has linkages with a range of other technical and general supervisory units. It is strongly recommended that this unit be assessed with or after the following unit: CUETEM01C Coordinate production operations.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify and organise physical element requirements	1.1. Correctly interpret production documentation to determine the scope and type of physical elements required 1.2. Complete accurate inventory checks to ensure required physical elements are available and ready for use 1.3. Identify the need for additional equipment or materials and order or organise these in accordance with organisational procedures and relevant budgetary guidelines
2. Make plans for movement of physical elements	2.1. Liaise with other production personnel to determine the most effective sequential order for the movement and installation of physical elements 2.2. Identify relevant transport requirements 2.3. Organise transport or communicate needs to appropriate personnel as required in accordance with organisational procedures 2.4. Make realistic estimates of the numbers of people required for the movement of equipment and provide information to relevant colleagues 2.5. Clearly and accurately document plans for movement and installation of equipment in accordance with organisational procedures
3. Oversee the movement of physical elements	3.1. Provide clear instructions to appropriate personnel regarding the movement of physical elements to ensure safety and avoid damage to equipment 3.2. Monitor the bump in/bump out process to ensure that work is carried out in accordance with instructions 3.3. Organise appropriate storage and security of physical elements where required, including valuable items and any hazardous materials

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
effective communication techniques in relation to team leading, including seeking feedback from team as part of ongoing evaluation of processes
Required knowledge
in depth knowledge of the bump in/bump out process, including an overview of the requirements and issues faced by different technical areas planning and organisational requirements for the bump in/bump out process, the roles of key personnel and the typical issues and problems encountered inventory systems and procedures used for equipment and materials in an entertainment context sources of additional equipment and supplies for one or more technical production areas occupational health and safety requirements that affect the allocation of work and the movement of physical elements

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is critical to the judgement of competence in this unit: ability to organise and coordinate the work of a team for bump in/bump out detailed knowledge of the bump in/bump out process in a given industry context.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the coordination of a bump in/bump out process for multiple productions involvement of and interaction with a team for whom the candidate can plan and organise work.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of a bump in/bump out process coordinated by the candidate evaluation of reports prepared by the candidate detailing the methods used to organise a bump in/bump out, challenges faced and how these were resolved case studies and problem solving exercises to assess ability to plan for different operational situations and contexts oral or written questioning to assess knowledge of equipment procedures or safety issues review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.
Guidance information for assessment	Assessment of this unit requires access to: a production venue equipment and materials to be used during the bump in/bump out process.

Range Statement

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.
Physical elements include any equipment or materials used for a production, including:	costumes props scenic art sets staging support equipment, e.g. furniture, performer amenities technical equipment
Production documentation may include:	equipment lists technical plans.
Other production personnel may include:	production managers stage managers technical managers other technical specialists
Transport requirements may relate to:	road vehicles (organisation or hired) other modes of transport
Transportation requirements may be needed to or from:	outside facilities rehearsal facilities storage facilities suppliers' facilities workrooms workshops

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUETEM08B Realise productions

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to integrate key technical and organisational skills for the realisation of multiple live productions/events. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Production managers or designers would typically undertake the role outlined in this unit. The unit may apply to any area of technical expertise, e.g. lighting, audio, costume, and stage management. The person in this role brings together the skills and knowledge covered in other specialist units and focuses on the way these must be applied holistically to the realisation of productions. The Evidence Guide contains very specific information about the extensive practical skill demonstration required to achieve competence in this unit.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Establish and plan for production requirements	1.1. Evaluate production concepts and documentation to establish the nature of production requirements for the area of work 1.2. Confirm the key objectives and scope of the production in consultation with appropriate colleagues 1.3. Develop a realistic plan for the achievement of production requirements, taking account of any operational limitations and other impacting factors 1.4. Agree, allocate and communicate responsibilities, including timelines and budgets 1.5. Reach agreement on suitable progress evaluation mechanisms 1.6. Accurately document work plans and provide relevant information to production colleagues
2. Implement and monitor the pre-production phase	2.1. Implement agreed plan and monitor progress against timelines and objectives 2.2. Identify and respond to any problems promptly 2.3. Analyse problems and assess and action potential solutions in consultation with relevant colleagues 2.4. Take responsibility for resolving the problem within the scope of individual authority, and consult with others in accordance with organisational procedures 2.5. Take appropriate follow-up action to monitor the effectiveness of chosen solutions 2.6. Update and distribute documentation in a timely manner
3. Collaborate with production colleagues	3.1. Treat colleagues with consideration, respect and empathy to develop and maintain harmonious working relationships 3.2. Ensure an effective flow of communication between those representing different areas of expertise to ensure quality of the production
4. Implement and monitor production/event operation	4.1. Action technical responsibilities in accordance with production requirements 4.2. Monitor relevant aspects of the production and take appropriate action to resolve any problems 4.3. Maintain communication with other key production personnel at all times
5. Evaluate the production/event	5.1. Assess the production in relation to key technical and creative objectives in consultation with relevant colleagues and customers 5.2. Where possible make immediate adjustments to improve production quality 5.3. Share information from the evaluation with appropriate colleagues and incorporate information into planning and operation of future productions

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, negotiation and problem solving skills in the particular context of realising a live production
Required knowledge
detailed knowledge of production processes as they apply to the particular area of technical expertise techniques for planning work in the context of a live production/event typical problems that occur during pre-production and during live performance, as relevant to the area of work safety requirements and regulations as they apply to the particular area of work

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: ability to coordinate the total production process relevant to the particular area of expertise effective work planning and monitoring effective problem solving for the realisation of live productions detailed knowledge of production processes.
Context of and specific resources for assessment	The assessment context must provide for: collection of evidence which shows that skills have been demonstrated over a period of time through the realisation of at least 5 different productions to ensure integration of skills and consistency of performance in different circumstances involvement of and interaction with a production team to reflect the collaborative nature of the production process demonstration of skills in a coordinating role.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: review of a diary or log, showing details of productions on which the candidate has worked evaluation of productions/performances on which the candidate has worked review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (eg people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Assessment of this unit requires access to: a production venue (preferably more than one production space) the full range of equipment, tools and other resources required to stage a production.

Range Statement

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.
Production concepts and documentation may include:	design briefs designs financial documentation scripts technical plans venue information
Key objectives and scope may relate to:	community participation creative objectives finance/budget/profit requirement social objectives technical objectives
Operational limitations and other impacting factors may relate to:	availability of equipment budget climate (for outdoor productions) performance schedule (and impact on equipment, materials) performers safety requirements scope of expertise within the production team space/venue
Evaluation mechanisms may include:	achievement of financial objectives audience response key milestone dates regular production meetings other team communication mechanisms
Problems during pre-production/production may include:	budget overruns emergency situations equipment malfunction inadequate numbers of staff/non-availability of staff need for greater expertise unexpected delays

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - production planning and management

Co-requisite units

Co-requisite units

CUETGE15B Handle physical elements during bump in/bump out

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the skills and knowledge required to assemble, pack and load/unload physical elements under supervision for any production within the cultural industries. This unit is introductory in nature and focuses on safe manual handling and general knowledge of the bump in/bump out process and types of equipment. It does not include the specialised bump in/bump out procedures and knowledge required by technicians. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The role outlined in this unit may be undertaken by a range of technical production personnel, usually under the supervision of others. This unit has linkages to other technical construction and manufacturing units and combined assessment and/or training with those units may be appropriate. It is strongly recommended that this unit be assessed with or after the following unit: MEM18001C Use hand tools.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Prepare physical elements for transportation	1.1. Assemble/dismantle physical elements in the correct order in accordance with instructions to ensure ease of packing, loading, unloading and installation 1.2. Pack physical elements safely using appropriate techniques and materials to avoid damage during transportation 1.3. Correctly identify, prepare and pack any tools required for bump in/bump out
2. Load/unload physical elements	2.1. Load/unload physical elements in the required order taking care to avoid damage 2.2. Use safe manual handling techniques throughout the loading/unloading process to avoid injury or damage 2.3. Install or position physical elements in appropriate work or storage area in accordance with directions 2.4. Identify any hazardous items and load these in a manner which minimises health and safety risk 2.5. Inspect load prior to transportation to ensure that all items are loaded appropriately, and make adjustments as required 2.6. Clear and clean work areas in accordance with organisational procedures
3. Check condition of physical elements	3.1. Check the condition of physical elements to ensure that no damage has occurred during bump-in/bump-out 3.2. Identify any repairs required and report to the appropriate personnel for action, using correct documentation as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to read simple work instructions, equipment lists and safety directions numeracy skills sufficient to count/tally equipment and other physical elements self-management skills sufficient to meet deadlines problem-solving skills sufficient to anticipate and resolve minor equipment set-up problems ability to work as a member of a production team
Required knowledge
general knowledge of the bump in/bump out process for different types of production, including typical procedures and processes and the roles and responsibilities of different personnel general knowledge of the typical physical elements used for different types of production typical locations for different physical elements within a production venue safe manual handling techniques and the broader safety issues associated with the movement of physical elements relevant organisational and/or legislative occupational health and safety requirements packing materials and techniques used for different types of equipment techniques for loading and stowing equipment for safe transportation the range of tools commonly required during the bump in/bump out process

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: knowledge of safe manual handling techniques for various types of equipment ability to move, pack and load equipment under instruction using safe manual handling techniques.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the packing, loading and positioning of physical elements required in a given production involvement of and interaction with a team during the bump in/bump out process.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the candidate packing, loading or unloading equipment during a bump in/bump out oral or written questioning to assess knowledge of equipment types and features, safety issues case studies or problem solving exercises to assess the candidate's ability to respond to different operational situations and contexts review of portfolios of evidence and third party workplace reports of on-the job performance by the candidate.
Guidance information for assessment	Assessment of this unit requires access to: a venue or location for bump in/bump out a range of equipment typically used for a production transportation into which equipment can be loaded.

Range Statement

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.
Physical elements may include any equipment or materials commonly used for an entertainment production, eg:	audio equipment costumes lighting equipment props scenic art sets
Transportation may be required:	between different venues by air by rail by road by sea within a venue
Packing/loading techniques may include:	particular ways of handling different equipment use of protective coverings use of restraints
Packing materials may include:	boxes bubble wrap bush blankets crates labels road cases rope straps tape tissue paper wardrobe skips
Appropriate personnel may include:	event/production managers stage managers supervisors/managers technical staff

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - staging

Co-requisite units

Co-requisite units

CULLB307C Use multimedia

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use a range of multimedia equipment/programs at a non-specialist level. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in any industry context who need a general understanding of different multimedia equipment and software. The unit is general and introductory in nature and does not include detailed operational knowledge of technologies required by audio-visual technicians or multimedia specialists. Work is undertaken autonomously within overall guidelines where the individual is working in an organisational context.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability Skills	This unit contains Employability Skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1	Use multimedia	1.1	Select appropriate multimedia for a given purpose based on knowledge of options available
1.2	Correctly and safely set up multimedia equipment/programs in accordance with organisation procedures
1.3	Use general features and functions of multimedia safely and appropriately
1.4	Identify occupational health and safety(OHS) issues associated with multimedia and take appropriate action to prevent mishaps or accidents
1.5	Where appropriate, assist others to use multimedia equipment/programs safely and in accordance with organisation procedures
2	Maintain multimedia equipment/programs	2.1	Identify and correct minor operational faults in accordance with organisation procedures
2.2	Implement routine preventative maintenance, including making arrangement for repairs
2.3	Identify situations where specialist assistance is required and take action accordingly
3	Evaluate multimedia options	3.1	Assemble current information on multimedia technologies, programs, products and services to inform decisions on use, purchase and maintenance
3.2	Review technologies and programs based on intended use in the relevant work context
3.3	Where appropriate, make substantiated proposals for the purchase of new or replacement items

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to seek assistance from multimedia specialists technology skills to use the general features of multiple types of programs/equipment literacy skills to interpret equipment information manual 'help' instructions.
Required knowledge
range of current multimedia options used in the relevant work context at a generalist level features and general operating functions of different multimedia options common faults and ways of rectifying these in multimedia equipment/programs used scope of repair and maintenance activities which can be undertaken without specialist assistance sources of information on multimedia equipment and programs.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: knowledge of the current range of multimedia options commonly used in the relevant work context safe and correct operation of equipment and programs demonstration of skills using multiple types of equipment/programs.
Context of and specific resources for assessment	Assessment must ensure: access to a current range of multimedia equipment/programs, associated software and audiovisual equipment.
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate direct observation of the candidate using multimedia oral or written questioning to assess knowledge of OHS issues or equipment/program features.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CULLB401C Assist customers to access information BSBCMN205A Use business technology.

Range Statement

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.
Multimedia equipment/programs are constantly changing, and the range used will depend on the workplace. It may include both hardware and software:	personal computers and laptops software programs e.g. Adobe, Powerpoint TVs and videos microphones/amplifiers audio cassettes compact discs DVDs projectors CD burners Scanners digital cameras
Occupational health and safety issues may relate to:	use of safety clothing/equipment manual/material handling storing chemicals/harmful substances ergonomic working arrangements
General features and functions of multimedia equipment are those which are:	frequently used by the non-specialist accessible to the general user without a high level of specialist knowledge

Unit Sector(s)

Not applicable.

Competency field

Competency field	Multimedia

CULMS412B Record and maintain collection information

Modification History

Not applicable.

Unit Descriptor

This unit describes the skills and knowledge required to maintain current and accurate collection records using established documentation procedures.

This unit describes the skills and knowledge required to maintain current and accurate collection records using established documentation procedures.

Application of the Unit

Not applicable.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

Not applicable.

Elements and Performance Criteria Pre-Content

Not applicable.

Elements and Performance Criteria

Elements and Performance Criteria
Element	Performance Criteria
1	Access and record collection information	1.1	Handle item in a manner which ensures its integrity in accordance with organisational access requirements
1.2	Source and interpret information appropriate to establish history and other relevant information about the cultural material
1.3	Accurately complete records to provide all fields of information required by the organisation to aid access and accountability
1.4	Respect legal constraints and cultural protocols regarding data protection and management
1.5	Process records to facilitate easy access and retrieval by other users
2	Maintain information records	2.1	Ensure that content of records reflects organisational information needs and policies and take action accordingly
2.2	Protect confidential information and adhere to copyright requirements in the storage of records
2.3	Store records safely and regularly retrieve and review for content and format as required
2.4	Modify, transfer or delete information in accordance with organisational policy

Required Skills and Knowledge

Not applicable.

Evidence Guide

The Evidence Guide describes the underpinning knowledge and skills that must be demonstrated to prove competence. It is essential for assessment and must be read in conjunction with the Performance Criteria, the Range Statement and the Assessment Guidelines of the relevant Training Package.

Critical aspects of evidence required to demonstrate competency in this unit

The following evidence is critical to the judgement of competence in this unit:

accurate completion of records using established procedures

knowledge of sources to access information on cultural material

ability to interpret and distill information for record keeping purposes

knowledge of common collection record keeping formats and protocols

Context of assessment and consistency of performance

The assessment context must provide for:

practical demonstration of skills using industry-current recording systems for a range of cultural material

presence of time constraints to reflect realistic workplace practice

Relationships to other units

It is highly recommended that this unit be assessed with or after an information technology unit such as:

BSBCMN205A - Use business technology

This unit also has linkages to a range of other general and museum-specific units, and combined assessment and/or training with those units may be appropriate.

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

review of records completed by the candidate

oral or written questioning to assess knowledge of procedures, handling requirements or information sources

review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

Assessment methods should closely reflect workplace demands and the needs of particular groups [e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling].

Essential skills and knowledge

Assessment must include evidence of the following knowledge and skills:

information sources relevant to the collection

handling procedures and identification techniques for cultural material in the relevant work context

sources of curatorial and conservation advice in the relevant work context

typical policies and procedures for collection record keeping

the principles of access and accountability in collection record keeping

ethical and cultural issues that impact on collection record keeping, including those for Aboriginal or Torres Strait Islander material

copyright, moral rights and intellectual property issues and legislation that impact on collection record keeping

literacy skills sufficient to interpret reference sources and documentation relating to specific objects and the collection

numeracy skills sufficient to work with numerical record keeping systems

Specific resource requirements

Assessment of this unit requires access to:

relevant policies and procedures manuals

collection items to be recorded

Generic employability skills

The seven Key Competencies represent generic skills considered for effective work participation. The bracketed numbering against each of the Key Competencies indicates the performance level required in this unit.

Level (1) represents the competence to undertake tasks effectively

Level (2) represents the competence to manage tasks

Level (3) represents the competence to use concepts for evaluating and reshaping tasks.

How can communication of ideas and information be applied? - (1)

Completing accurate records

How can information be collected, analysed and organise - (2)

Researching information

How are activities planned and organised - (1)

Prioritising tasks

How can team work be applied - (2)

Discussing aspects of cultural material with colleagues

How can the use of mathematical ideas and techniques be applied - (1)

Using numerical features of information systems

How can problem solving skills be applied - (2)

Sourcing information on an object of unknown provenance

How can the use of technology be applied - (1)

Using the Internet for research

The Evidence Guide describes the underpinning knowledge and skills that must be demonstrated to prove competence. It is essential for assessment and must be read in conjunction with the Performance Criteria, the Range Statement and the Assessment Guidelines of the relevant Training Package.

Critical aspects of evidence required to demonstrate competency in this unit

The following evidence is critical to the judgement of competence in this unit:

accurate completion of records using established procedures

knowledge of sources to access information on cultural material

ability to interpret and distill information for record keeping purposes

knowledge of common collection record keeping formats and protocols

Context of assessment and consistency of performance

The assessment context must provide for:

practical demonstration of skills using industry-current recording systems for a range of cultural material

presence of time constraints to reflect realistic workplace practice

Relationships to other units

It is highly recommended that this unit be assessed with or after an information technology unit such as:

BSBCMN205A - Use business technology

This unit also has linkages to a range of other general and museum-specific units, and combined assessment and/or training with those units may be appropriate.

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

review of records completed by the candidate

oral or written questioning to assess knowledge of procedures, handling requirements or information sources

review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

Assessment methods should closely reflect workplace demands and the needs of particular groups [e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling].

Essential skills and knowledge

Assessment must include evidence of the following knowledge and skills:

information sources relevant to the collection

handling procedures and identification techniques for cultural material in the relevant work context

sources of curatorial and conservation advice in the relevant work context

typical policies and procedures for collection record keeping

the principles of access and accountability in collection record keeping

ethical and cultural issues that impact on collection record keeping, including those for Aboriginal or Torres Strait Islander material

copyright, moral rights and intellectual property issues and legislation that impact on collection record keeping

literacy skills sufficient to interpret reference sources and documentation relating to specific objects and the collection

numeracy skills sufficient to work with numerical record keeping systems

Specific resource requirements

Assessment of this unit requires access to:

relevant policies and procedures manuals

collection items to be recorded

Generic employability skills

The seven Key Competencies represent generic skills considered for effective work participation. The bracketed numbering against each of the Key Competencies indicates the performance level required in this unit.

Level (1) represents the competence to undertake tasks effectively

Level (2) represents the competence to manage tasks

Level (3) represents the competence to use concepts for evaluating and reshaping tasks.

How can communication of ideas and information be applied? - (1)

Completing accurate records

How can information be collected, analysed and organise - (2)

Researching information

How are activities planned and organised - (1)

Prioritising tasks

How can team work be applied - (2)

Discussing aspects of cultural material with colleagues

How can the use of mathematical ideas and techniques be applied - (1)

Using numerical features of information systems

How can problem solving skills be applied - (2)

Sourcing information on an object of unknown provenance

How can the use of technology be applied - (1)

Using the Internet for research

Range Statement

The Range Statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that will affect performance.

The following variables may be present with training and assessment depending on the work situation, needs of the trainee, accessibility of the item, and local industry and regional contexts. If bold italicised text is shown in Performance Criteria, details of the text are provided in the Range Statement.

A museum collection is defined very broadly and may relate to:

cultural heritage

history

art

science

plants and animals

other aspects of the natural environment

materials with a cultural/spiritual significance

living styles

ceremony, e.g. dance, music

any other heritage resource

Collection information may be required for:

numbering, location and movement control

indexing and retrieval

acquisition and disposal

loans

cataloguing

research

exhibitions

reproduction conditions

copyright issues

conservation specifications

assessing significance

condition monitoring

Sourcing of information may include use of:

texts and references

print or electronic media

Internet

libraries

local community members

internal sources

subject matter experts

Fields of information may include:

physical description

condition

history and provenances

significance (cultural, technical, scientific, historical or social)

source details (original location, donor, dealer, artist, maker, collector)

loan information

insurance details

exhibition/display history

conservation requirements

reproduction history

storage location

references relevant to the material

copyright holder

unique number

Legal constraints and cultural protocols may relate to:

copyright

moral rights

intellectual property

item-specific cultural protocols

social/spiritual issues

Formats for records may be:

documentary

photographic

film and video

sound recordings

computer based

The Range Statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that will affect performance.

The following variables may be present with training and assessment depending on the work situation, needs of the trainee, accessibility of the item, and local industry and regional contexts. If bold italicised text is shown in Performance Criteria, details of the text are provided in the Range Statement.

A museum collection is defined very broadly and may relate to:

cultural heritage

history

art

science

plants and animals

other aspects of the natural environment

materials with a cultural/spiritual significance

living styles

ceremony, e.g. dance, music

any other heritage resource

Collection information may be required for:

numbering, location and movement control

indexing and retrieval

acquisition and disposal

loans

cataloguing

research

exhibitions

reproduction conditions

copyright issues

conservation specifications

assessing significance

condition monitoring

Sourcing of information may include use of:

texts and references

print or electronic media

Internet

libraries

local community members

internal sources

subject matter experts

Fields of information may include:

physical description

condition

history and provenances

significance (cultural, technical, scientific, historical or social)

source details (original location, donor, dealer, artist, maker, collector)

loan information

insurance details

exhibition/display history

conservation requirements

reproduction history

storage location

references relevant to the material

copyright holder

unique number

Legal constraints and cultural protocols may relate to:

copyright

moral rights

intellectual property

item-specific cultural protocols

social/spiritual issues

Formats for records may be:

documentary

photographic

film and video

sound recordings

computer based

Unit Sector(s)

Not applicable.

CUSMPF101A Develop skills to play or sing music

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop elementary skills in tuning, playing and caring for an instrument. This is the first in a series of units dealing with developing technical skills. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People with little or no musical experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in singing or playing a specific musical instrument and need close guidance and supervision.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Become familiar with chosen instrument	1. Develop an understanding of how the physical characteristics of instruments and the voice affect the sound they produce in performance 2. Explore the range, capability and sound characteristics of chosen instrument or voice 3. Discuss with colleagues or teachers how the physical relationship between instrument and performer produces the required sound 4. Listen to live or recorded music featuring the chosen instrument or voice and discuss with colleagues and/or teacher how sounds and effects are achieved 5. Use appropriate methods and cleaning products to care for, move and store instrument and accessories 6. Develop listening skills to enable recognition of simple musical elements 7. Set goals for own skill development in consultation with relevant people
Prepare to play instrument	8. Set up instrument or warm up voice as required 9. As required, seek assistance from relevant people to tune instrument to the required pitch 10. Apply listening skills in the process of producing a range of notes, rhythms and/or chords 11. Use correct posture to extend technique and to develop healthy performance habits in line with OHS principles
Play simple pieces in selected style	12. In consultation with relevant people, select simple pieces and exercises suitable for practice in playing selected repertoire 13. Apply the elements of pitch, rhythm, sound colour and/or volume during practice sessions 14. Experiment with different techniques to develop proficiency in producing the required sound 15. Seek feedback on own skill development from relevant people and evaluate progress against personal goals

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and organisational skills sufficient to: interpret music at a basic level for performance practice respond appropriately to constructive feedback on own performance plan own practice time and setskill-development goals listening skills sufficient to: monitor and adjust intonation as required use appropriate sound and tone production for instrument or voice reproduce basic musical patterns learning skills in the context of: using printed or audio tutoring resources improving skills through practice technical and problem-solving skills sufficient to: use a basic range of techniques on chosen instrument tune instrument to achieve intonation discriminate pitch and/or rhythm
Required knowledge
basic understanding of: industry, repertoire and musical terminology acoustic principles relevant to selected instrument instrument parts, applications, range, capabilities, care and maintenance OHS practices, procedures and standards as they apply to performance practice

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: demonstrate basic physical capacity and coordination required to play or sing simple melodies, chords and rhythm patterns respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instruments and equipment suitable physical and acoustic environment use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation of candidate in practice sessions or performances testimonial from individual tutors video or audio recordings of candidate's performance or practice sessions written or oral questioning to assess knowledge of chosen instrument.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF102A Develop ensemble skills to perform simple musical parts.

Range Statement

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.
Instruments may include:	acoustic or electronic brass stringed keyboards wind percussion plucked voice.
Range of an instrument may include:	tone colour dynamics and volume sound production pitch, register and tessitura specific effects available using a range of attacks other acoustic or electronic effects.
Capability of an instrument may include:	application to a range of music-making activities and outcomes scope and potential for solo or group performance adaptability size of instrument.
Accessories may include:	reeds strings bows plectrums mouth pieces mutes sticks, mallets, brushes and beaters stands pedals microphones amplifiers samplers mixers enhancers, such as pitch and tone modulators.
Musical elements include:	simple melodies simple rhythms simple musical forms.
Relevant people may include:	mentor teacher coach tutor family member.
Tuning an instrument may involve:	adjusting: pitch tone colour oral tract, including lip pressure and intensity of breath position of the diaphragm and larynx sound production diameter or other instrumental dimensions, such as: length of strings tautness of skins length of tubing or pipes embouchure settings of the instrument and relevant accessories using: appropriate tuning options tuning keys or other tuning implements, such as tuning forks and electronic tuners pitch pipes electronic pitch or frequency controls other musicians.
OHS principles may include:	industry practice and legislation posture appropriate hearing and volume levels for self and others electrical hazards length of performance and practice sessions preventative practice against overuse injury.
Sound colour may involve:	physical elements of an instrument instrumental attack and articulation range of accessories interaction between player and instrument performer's physique voice production sound production different instrumental combinations.
Techniques may include:	physical coordination in one or more of: bowing tonguing embouchure plucking beating fingering strumming pedalling attack dynamics tempi intonation vocal and instrumental sound production rhythms and rhythm patterns chords and chord patterns melodic patterns playing or singing notes, short tunes and basic scales playing, tapping or clapping rhythms and rhythm patterns playing chords and simple chord patterns.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSMPF102A Develop ensemble skills to perform simple musical parts

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to follow a musical director and musical instructions to perform simple musical parts in an ensemble situation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People with little or no musical experience apply the skills and knowledge outlined in this unit. Typically they would be performing in community workshops, one-off or short programmes of musical instruction, and in remote communities.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare to perform simple musical parts	1. Set up equipment, tune instrument and confirm requirements with relevant personnel 2. Set instrument to appropriate volume as directed 3. Sit or stand and warm up for performance as directed
Perform simple musical parts	4. Perform notated or memorised musical part at appropriate volume 5. Take cues from relevant personnel to start and end musical part 6. Take cues as required for entry and exit points of musical part
Improve own performance	7. Seek feedback on own performance from relevant personnel 8. Consider and note aspects of own performance that could be improved 9. Respond positively to constructive feedback from others on own performance and take action to improve as required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and organisational skills sufficient to: interpret music at a basic level for performance practice respond appropriately to constructive feedback on own performance plan own practice time self-management and learning skills sufficient to: follow ensemble protocol and musical instruction improve performance skills through practice and rehearsal technical skills sufficient to: perform simple pieces on chosen instrument as part of an ensemble tune instrument to achieve intonation
Required knowledge
basic understanding of music structures, styles and forms basic understanding of OHS procedures in relation to performing in a range of environments

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: follow ensemble protocol follow musical instruction.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate repertoire, instrumentation and sheet/recorded music access to an appropriate performance space use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation of the candidate performing simple musical parts in an ensemble situation video or audio recordings of candidate's performance or practice sessions written or oral questioning to assess knowledge of ensemble protocol.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF101A Develop skills to play or sing music.

Range Statement

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.
Equipment may include:	chairs electronic tuners music stands PA system and microphones percussion instruments stringed instruments wind instruments.
Relevant personnel may include:	musical director performer mentor teacher coach tutor conductor sound engineer.
Warm up may include:	chords physical stretching scales vocal scales.
Cues may include:	notation in music score body movement musical verbal or written.

Unit Sector(s)

Unit sector

Competency field

Competency field	Performing arts - music performance

Co-requisite units

Co-requisite units

CUSOHS301A Follow occupational health and safety procedures

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to follow OHS policies and procedures in the entertainment and media industries. Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering a construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit CPCCOHS1001A Work safely in the construction industry fulfils this requirement. The application of skills and knowledge specified in CPCCOHS1001A is covered in this unit.

Application of the Unit

Application of the unit	All employees and contractors in the entertainment, events, and screen and media industries apply the skills and knowledge outlined in this unit. Compliance with OHS policies and procedures is essential in all work contexts, along with an understanding of the consequences of non-compliance.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Follow safe work practices	1. Apply knowledge of safe work practices to complete work tasks in accordance with legislative requirements and codes of practice 2. Adhere to safety plans, safety implementation reports and other documentation as required 3. Use tools, equipment and materials according to enterprise procedures 4. Complete work tasks with due regard to safety signs and symbols 5. Comply with duty of care requirements 6. Participate in OHS communication and reporting processes
Maintain personal safety standards	7. Use safety clothing and personal protective equipment (PPE) as required to ensure own safety and safety of others 8. Undertake measures to prevent injury or impairment related to workplace activities 9. Apply safe manual-handling techniques to avoid back strain and other injuries 10. Contribute to keeping the work environment free of hazards 11. Maintain currency of own knowledge of OHS workplace policies and procedures
Assess risks	12. Report hazards or OHS issues in the workplace to relevant personnel 13. Apply knowledge of principles of risk management when taking action to minimise risk in line with own level of responsibility 14. Follow workplace procedures for controlling risks 15. Contribute to workplace OHS, hazard, accident and incident reports as required 16. Report breaches of health, safety and security procedures promptly as required
Follow emergency procedures	17. Report emergency or incident promptly to relevant personnel or authorities in line with general procedures for responding to incidents and emergencies 18. Take action to deal with emergencies in line with own level of responsibility 19. Seek assistance from colleagues and relevant authorities as required 20. Practise and follow emergency and evacuation procedures as required.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: clarify OHS legislative requirements discuss OHS issues and information enable clear and direct communication, using questioning to identify and confirm requirements, share information, listen and understand relay information to others report hazards and risks use and interpret non-verbal communication, such as hand signals use language and concepts appropriate to cultural differences contribute effectively to formal and informal OHS meetings complete workplace documentation related to OHS procedures read and interpret material safety data sheets (MSDS) follow verbal and written instructions work collaboratively with others to keep the workplace safe and free of hazards comprehension skills to: explain the basic OHS legislative requirements applicable to own work explain the meaning of safety signs and symbols identify common hazards in specified area of work discuss the basic principles of risk management initiative and enterprise skills sufficient to: respond appropriately to an emergency use basic firefighting equipment dispose of waste material in a responsible manner planning and organisational skills in the context of completing work tasks in a logical order and ensuring that PPE is used appropriately learning skills in the context of maintaining currency of own knowledge of OHS policies and procedures technical skills sufficient to access the internet to source information on OHS
Required knowledge
applicable federal, state or territory OHS legislation, regulations, standards, codes of practice and industry standards/guidance notes relevant to own work, role and responsibilities basic principles of risk management role of state or territory workplace safety authorities sources of information on OHS issues for the specified area of work, including: enterprise procedures manuals MSDS unions and employer associations Australian Safety and Compensation Council state or territory workplace safety authorities enterprise OHS policies and procedures and implications of breaching them, relating to: emergency response and evacuation first aid incident reporting responding to accidents OHS hierarchy of controls role of OHS committees and representatives duty of care workplace fire hazard minimisation PPE types of OHS information and documentation general workers' compensation and injury management requirements OHS responsibilities and rights of duty holders, including: designers employers inspectors manufacturers persons in control of work/projects self-employed persons supervisors suppliers workers own responsibilities to comply with safe work practices relating to: housekeeping identifying hazards preventing bullying or harassment smoking using amenities using drugs and alcohol using basic firefighting equipment basic first aid procedures industry terminology circumstances where a licence, ticket or certificate of competency is required common safety signage and symbols common hazards and major causes of workplace accidents in the specified area of work

Evidence Guide

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	This unit of competency could be assessed in the workplace or a close simulation of the workplace environment, provided that simulated or project-based assessment techniques fully replicate workplace conditions, materials, activities, responsibilities and procedures.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: comply with OHS regulations and federal, state or territory legislation requirements for workplace operations, including duty of care comply with OHS communication processes, information and documentation procedures demonstrate an understanding of the role of OHS committees and representatives, the meaning of common safety signs and symbols, and procedures for reporting hazards, incidents and injuries communicate and work safely with others follow general procedures for responding to incidents and emergencies, including evacuation, first aid, fire safety equipment and PPE explain the consequences of non-compliance with OHS policies and procedures.
Context of and specific resources for assessment	This unit of competency is to be assessed using standard and authorised work practices, safety requirements and environmental constraints. Assessment of essential underpinning knowledge will usually be conducted in an off-site context. Assessment is to comply with relevant regulatory or Australian standards' requirements. Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Resource implications for assessment include: an induction procedure and requirement realistic tasks or simulated tasks covering the mandatory task requirements relevant specifications and work instructions tools and equipment appropriate to applying safe work practices support materials appropriate to activity workplace instructions relating to safe work practices and addressing hazards and emergencies MSDS research resources, including industry-related systems information use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: direct observation of the candidate explaining workplace safety or emergency procedures to others direct observation of the candidate demonstrating safe work practices for particular job roles case studies and problem-solving exercises for emergency situations and particular safety issues written or oral questioning to assess knowledge of industry safety guidelines and legislation.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND301A Work effectively in the screen and media industries CUSIND301A Work effectively in the music industry CUSSOU303A Set up and disassemble audio equipment.

Range Statement

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.
Safe work practices include:	access to site amenities, such as drinking water and toilets restrictions in relation to drugs and alcohol at work general requirements for safe use of plant and equipment general requirements for use of PPE and clothing housekeeping to ensure a clean, tidy and safe work area preventing bullying and harassment smoking in designated areas storage and removal of debris.
Legislative requirements may include:	provisions of federal, state and territory OHS and welfare Acts and regulations guidelines and procedures administered by statutory/regulatory authorities, e.g. state/territory OHS authorities responsible for issuing construction induction cards Australian standards construction industry OHS standards and guidelines duty of care health and safety representatives, committees and supervisors licences, tickets or certificates of competency national safety standards.
Codes of practice may include:	safety guidelines for the entertainment industry film industry recommended safety code national code of practice for induction training for construction work film and television safety guidelines NSW child employment guidelines code of practice for the welfare of film animals.
Documentation includes:	accident and incident reports Acts and regulations Australian standards codes of practice construction documentation and plans emergency information contact evacuation plans guidance notes job safety analyses labels MSDS proformas for reporting hazards, incidents and injuries reports of near misses and dangerous occurrences production/performance risk assessment special performance condition notification safe work method statements safety meeting minutes site safety inspection reports.
Procedures may include guidelines for:	emergencies, such as fire and accidents using fire safety equipment accessing first aid treatment hazard identification and control using PPE and clothing safe sitting, lifting and handling security of documents, cash, equipment and people safe use of: audio and communication equipment chemicals and toxic substances electrical equipment hot works smoke and particle isolation use of MSDS safe construction of rigging and supports working at heights working in reduced lighting conditions working in confined spaces dealing with difficult customers access to: orchestra pit fly tower and grid.
Signs and symbols may include:	emergency information signs (e.g. exits, equipment and first aid) fire signs (e.g. location of fire alarms and firefighting equipment) hazard signs (e.g. danger and warning) regulatory signs (e.g. prohibition, mandatory and limitation or restriction) safety tags and lockout (e.g. danger tags and out-of-service tags) facility or location signs site safety directional traffic and warning signs and symbols.
Duty of care requirements relate to:	legal responsibility under duty of care to do everything reasonably practicable to protect others from harm own responsibilities to comply with safe work practices, including activities that require licences, tickets or certificates of competency relevant federal and state OHS requirements, including those relating to: construction workers and supervisors designers employers inspectors manufacturers and suppliers persons in control of the work site subcontractors and self-employed persons.
OHS communication and reporting processes include:	discussions with OHS representatives OHS meetings OHS notices, newsletters, bulletins and correspondence OHS participative arrangements processes for raising OHS issues toolbox talks workplace consultation relating to OHS issues and changes.
Personal protective equipment may include:	gloves safety harnesses hard hats aprons arm guards eye protection hearing protection high visibility retro reflective vests respiratory protection safety footwear protective clothing, including ultraviolet (UV) protective sunscreen well-fitting clothing.
Measures may relate to:	correct posture when playing an instrument ergonomic seating taking adequate rest breaks avoiding prolonged periods in front of a computer screen using plant and equipment guards in line with manufacturer specifications engineering control wearing PPE controlling noise/sound levels and length of exposure to high levels of noise avoiding eye strain stress management techniques correct handling of chemical and dangerous substances or equipment following the hierarchy of safety controls.
Hazards may include:	noise electrical safety chemical spills paint fumes and spills gas smoke machines pyrotechnics aerotechnics animals on set execution of special effects, stunts or action sequences firearms and ammunition moving machinery and equipment manual handling trip, e.g. objects left in passageways protrusions sharp equipment overhanging beams falling objects unplanned collapse adverse weather and lighting conditions hot and cold work environments working at heights working in the dark working in confined spaces chemicals and toxic substances fire UV radiation traffic and mobile plant excavations, including trenches infectious diseases, including HIV.
OHS issues may include:	occupational overuse injury performance anxiety stress bullying and harassment.
Relevant personnel may include:	supervisor safety officer first aid officer OHS committee member OHS representative stage manager production manager technical director artist, musician and performer audio and sound engineer audio and sound technician/mixer camera crew lighting crew broadcaster broadcast technician and engineer director producer conductor program manager.
Principles of risk management include:	assessing risks involved consulting, reporting and ensuring the involvement of relevant workers controlling hazards identifying hazards reviewing to identify change or improvement.
Emergencies may include:	fire: electrical chemical gas mechanical paper wood accident chemical spill injury to personnel structural collapse toxic and/or flammable vapour emission vehicle/mobile plant accident robbery bomb threat armed hold-up natural disaster equipment failure.
Incidents may include:	accidents resulting in personal injury or damage to property near misses or dangerous occurrences which do not cause injury but may pose an immediate and significant risk to persons or property, and need to be reported so that action can be taken to prevent recurrence, for example: breathing apparatus malfunctioning to the extent that the user's health is in danger collapse of the floor, wall or ceiling of a building being used as a workplace collapse or failure of an excavation more than 1.5Â metres deep, including any shoring collapse or partial collapse of a building or structure collapse, overturning or failure of the load-bearing of scaffolding, lift, crane, hoist or mine-winding equipment damage to or malfunction of other major plant electric shock electrical short circuit, malfunction or explosion uncontrolled explosion, fire or escape of gas, hazardous substance or steam other unintended or uncontrolled incident or event arising from operations carried on at a workplace.
Authorities may include:	fire service police ambulance hospitals and medical community welfare OHS regulatory authority.
General procedures for responding to incidents and emergencies include:	basic emergency response evacuating notifying designated OHS personnel and authorities notifying emergency services referring to site emergency plans and documentation using fire safety equipment, such as: breathing apparatus fire blankets firefighting equipment.

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, licensing and risk - occupational health and safety

Co-requisite units

Co-requisite units

CUSSOU201A Assist with sound recordings

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to assist with sound recordings using a variety of recording equipment in a studio or live environment. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Studio assistants, audio stagehands, boom operators and others who assist supervising sound technicians to record sound, apply the skills and knowledge described in this unit. They could be working in a variety of creative arts industry sectors, including stage productions, music recording studios, television, radio, film, video or online environments. Under close supervision and guidance, they are responsible for assisting with setting up recording equipment, doing sound checks, monitoring the quality of recorded sound, labelling/logging recordings, and solving routine problems that occur during the recording. The advanced application of sound recording is covered in: CUSSOU401A Record sound CUSSOU406A Record sound on location.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Assist with prerecording checks	1. Clarify documentation and consumables for recording production with appropriate persons 2. Connect sound equipment and accessories according to safety, technical and production requirements 3. Refer faults and problems to appropriate persons
Contribute to recording operations	4. Follow directions about the placement and movement of microphones and microphone accessories 5. Assist with sound check to ensure levels and characteristics of recorded sound meet required standards 6. Confirm signal-processing requirements with appropriate persons and make test recordings to ensure no audible defects are present 7. Listen to sound recording for audible defects and extraneous background sound and communicate problems to appropriate persons 8. Log recordings and ensure labelling is accurate, legible, current and within production requirements 9. Disconnect sound equipment and accessories according to safety, technical and production requirements 10. Communicate appropriately with other team members, performers or customers during the completion of tasks 11. Clean work environment after use and restore to pre-recording condition

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to: log and label recorded material note and report system faults and problems read and understand recording documentation numeracy skills sufficient to calculate duration and capacity of recording media communication skills sufficient to: liaise with sound production/recording personnel understand and follow instructions respond positively to constructive feedback on own performance learning skills sufficient to maintain currency of knowledgeof recording equipment upgrades planning and organisational skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise problem-solving skills sufficient to identify and refer system faults and problems to sound-production personnel teamwork skills sufficient to work effectively with sound-production personnel technology skills sufficient to work with a variety of sound-recording equipment
Required knowledge
basic principles and techniques of sound recording, including: audible defects in analogue and digital technologies identification/logging requirements operational principles of microphones, including microphone placement operational/technical limitations of recording mediums recording formats and technical standards signal-to-noise ratio, signal phase and audio level/headroom control OHS principles of safe listening, including safeguards against hearing loss

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: apply OHS principles of safe listening to day-to-day work activities use a range of industry-current sound equipment and accessories work cooperatively in a production environment.
Context of and specific resources for assessment	Assessment must ensure: access to a range of work environments and productions where sound is recorded access to industry-current sound equipment and accessories use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies to assess candidate's ability to apply OHS principles of safe listening to day-to-day work activities evaluation of a range of live, acoustic and/or sequenced recordingsin which candidate assisted asound technician or engineer observation of the candidate assisting with sound recordings written or oral questioning to test knowledge of basic principles and techniques of sound recording.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND201ADevelop and apply creative arts industry knowledge CUFSOU204A Perform basic sound editing CUSMLT201A Develop and apply musical ideas and listening skills CUSSOU202A Mix sound in a broadcasting environment.

Range Statement

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.
Documentation may include:	cue sheets and track sheets dubbing charts equipment instructions OHS requirements organisational standards performers' requirements production schedule and set-up reports shot lists sound and audio reports storyboards technical manuals.
Consumables may include:	audiotape compact discs (CDs) cue sheets and track sheets digital versatile discs (DVDs) masking tape, marker pens and labels memory cards mini discs (MDs).
Recording production may include:	commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive digital media product internet production music recording and/or video promotional trailer radio broadcast short film and/or video television program training film and/or video voice-over.
Sound equipment and accessories may include:	amplifiers analogue to digital converters cables computer technology and associated software digital and analogue recording devices digital audio players headphones microphones and accessories mixing consoles and desks monitors and speakers signal processors and plug-ins.
Production requirements may include:	attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
Appropriate persons may include:	artists, musicians and performers audio and sound engineers audio and sound technicians dubbing machine operators broadcasters directors, producers and photographers post-production editors and mixers program managers sound designers and editors sound effects personnel video and sound recorders.
Placement and movement of equipment may involve:	observing safety and technical requirements avoiding extraneous and unwanted noise, e.g. from cables with screen productions: avoiding shadows and reflections ensuring that equipment is not in frame aiming a boom microphone upwards or downwards depending on the shot placing microphones in more than one position to capture the required sound perspective.
Microphones may include:	boundary (PZM) capacitor/condenser contact digital directional dual-element dynamic headset lapel low and/or high impedance microphone systems noise cancelling shotgun.
Microphone accessories may include:	boom poles cables clips connectors housing pop filters shock mounts stands windscreens.
Sound check may include checking:	levels frequency response phase relationships signal-to-noise ratio.
Characteristics of recorded sound may include:	frequency response phase relationships signal-to-noise ratio level mono/stereo/5.1 surround sound spatial position and image balance tonal quality perspective acoustic dynamic range.
Signal processing may include:	amplitude (dynamic) signal processing noise processing spectrum signal processing time signal processing.
Work environment may include:	dubbing theatre on location outside broadcast post-production studio recording studio sound stage.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU202A Mix sound in a broadcasting environment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to operate a broadcast studio panel. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Panel operators at community broadcasting stations typically apply the skills and knowledge described in this unit. They are responsible for ensuring that all audio inputs are mixed smoothly in line with program requirements. They work closely with presenters and studio guests, providing them with cues prior to opening microphones. More complex skills associated with the dual tasks of presenting information on air and operating a studio panel are covered in: CUFAIR301A Present radio programs.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for broadcast	1. Check studio equipment is safe and operational and replace any non-functioning equipment in line with station procedures before broadcast commences 2. Rectify simple technical faults and problems, referring those beyond one's own technical capability on to relevant personnel 3. Confirm in advance that all prerecorded material is ready for broadcast 4. Confirm that external sources required by the program are available from point of origin to studio panel desk 5. Check that arrangements for recording and linking live sources meet production requirements 6. Conduct sound check, and implement and document adjustments in line with station and production requirements
Mix audio inputs on air	7. Mix audio inputs through the studio panel to produce required sound level and tonal balances 8. Execute sound cues according to production requirements 9. Cue and play presentation material according to program schedule 10. Brief and cue studio guests as required 11. Deal with operational problems of equipment promptly and effectively throughout on-air sessions 12. Follow technical operational instructions from relevant personnel during live talkback sessions as required 13. Complete broadcast on time and hand over to next panel operator as required
Complete operations after broadcast	14. Save relevant material for archiving and future use in line with station procedures 15. Ensure surplus material is dealt with in line with station procedures 16. Complete documentation required by the broadcasting station 17. Check and clean equipment and work environment in line with station procedures 18. Notify relevant personnel of equipment faults in line with station procedures 19. Seek feedback from relevant personnel on own performance as a panel operator and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
teamwork skills sufficient to work cooperatively with others in a broadcasting environment problem-solving skills sufficient to respond effectively to technical problems that arise in a live-to-air studio situation initiative and enterprise skills in the context of managing a range of audio inputs smoothly and efficiently in a live broadcast situation self-management and planning skills sufficient to: wrap up technical aspects of a live broadcast or recording session within the allocated time prioritise work tasks meet deadlines seek expert assistance when problems arise literacy skills sufficient to read and complete routine workplace documentation numeracy skills sufficient to time presentation material to fit within the allocated program time aural-discrimination skills sufficient to ensure that audio levels are consistent throughout the program technical skills sufficient to: operate a basic broadcast studio panel rectify simple technical faults that occur in a broadcast studio environment
Required knowledge
industry knowledge, including: roles and responsibilities of personnel involved in the production process issues and challenges that arise in the context of operating a studio panel live-to-air radio conventions and terminology characteristics of sound in a broadcast studio environment basic understanding of the audio signal path from studio to listener issues and challenges that typically arise in the context of operating a studio panel in a live-to-air situation OHS requirements as they relate to the operations of a radio station, including safe noise levels

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: operate a basic broadcast studio panel on at least three occasions operate the full range of audio inputs at the correct level in line with production requirements integrate a number of different tasks simultaneously interact effectively with presenters and studio guests work cooperatively in a broadcast production environment.
Context of and specific resources for assessment	Assessment must ensure: access to a basic broadcast studio use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation or video recording of the candidate operating a studio panel evaluation of authenticated audio recordingsof broadcasts where the candidate was the panel operator written or oral questioning to test industry knowledge and characteristics of sound in a broadcast environment.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND201A Develop and apply creative arts industry knowledge CUFIND301A Work effectively in the screen and media industries CUSSOU201A Assist with sound recordings CUSSOU302A Record and mix a basic music demo.

Range Statement

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.
Equipment may include:	audio playback equipment CD players computer technology and associated software headphones microphones: condenser dynamic radio lavalier off-air monitors manual and automated studio panels turntables digital and analogue recording devices sequence samplers.
Relevant personnel may include:	producers presenters announcers program managers broadcasters station managers volunteer coordinators volunteers clients sales representatives performers studio guests other technical staff other specialist staff.
Productions may include:	documentaries drama programs commercials print advertisements sporting broadcasts news and current affairs music programs talkback programs live events and performances.
Production requirements may include:	duration style content budget deadlines timelines location audience purpose contractual confidentiality intellectual property copyright schedule direct quotes attributions interviews in studio, telephone or prerecorded technical creative OHS.
Audio inputs may include:	live voice in studio music prerecorded material cross to live broadcasts telephone talkback.
Presentation material may include:	music prerecorded material, such as: interviews announcements sound grabs intros and outros.
Documentation may include:	production schedules log sheets technical fault report sheets Australasian Performing Rights Association (APRA) log.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - broadcasting

Co-requisite units

Co-requisite units

CUSSOU302A Record and mix a basic music demo

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to undertake the technical side of making a basic music demo. There are two stages to the process - making a multi-track recording of the music performance and then mixing the recording down to a stereo format. An ability to work collaboratively with musicians is essential, together with an ability to troubleshoot equipment problems. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The skills and knowledge described in this unit would typically be applied in a home-based studio equipped with a digital audio workstation (DAW). The unit complements CUSMPF304A Make a music demo, which covers the process of making a demo from the perspective of performers. More complex skills associated with mixing music are covered in: CUSSOU405A Mix recorded music.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify music demo requirements	1. In consultation with relevant personnel confirm the purpose of the demo 2. Contribute to the development of a recording plan that takes into account a range of factors as required 3. Agree on method and format for final recording
Record performers	4. Position performers, musical instruments and equipment for optimum sound quality 5. Check that equipment is installed and aligned correctly 6. Ensure that microphones are operational at all times 7. Route test signals to the correct signal path and check that level of test signal is correct 8. Create a headphone mix for musicians 9. Capture sound sources according to the agreed method
Mix sound sources	10. Use appropriate panel controls to mix and balance sound sources to achieve required artistic effects 11. Produce transitions between sounds that are technically accurate and produce the required effect 12. Apply sonic effects and signal processing as required 13. Ensure that monitoring levels meet current safety standards 14. Ensure that the level of the composite signal is within technical limits and desired dynamic range
Finalise music demo	15. Assess the mix on speakers appropriate to the particular end use 16. Assess each track for correctness and quality and evaluate the mix in terms of meeting demo requirements 17. Listen to final mix with relevant personnel and agree on changes required to improve the quality of the mix 18. Incorporate final adjustments to the sound mix as required 19. Produce a master in the agreed format and make a backup 20. Keep documentation as required 21. Clean work environment after use and restore to pre-use condition

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
critical-listening and aural-discrimination skills literacy skills sufficient to: log and label tracks note and report faults and problems read and understand mixing documentation numeracy skills sufficient to calculate duration of tracks communication and teamwork skills sufficient to: liaise with sound-production personnel and performers understand and follow instructions planning and organisational skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise problem-solving skills sufficient to identify faults that may occur in audio-production environments and refer problems to relevant personnel learning skills in the context of acting on constructive feedback about own work performance technology skills sufficient to operate: a variety of mixing consoles signal-processing and effects devices
Required knowledge
basicaudio principles and practice, including: range of microphones and contexts in which they are used microphone characteristics, e.g. frequency response, sensitivity and polar patterns effect of microphone placement on quality of sound characteristics of sound in a range of environments signal-to-noise ratio, signal phase and audio level/headroom control audible defects in analogue and digital technologies features of mixers, amplifiers, speakers and effects racks signal distortion basic principles of acoustics, including: frequency pitch amplitude loudness velocity wavelength acoustical phase timbre sound envelope basic understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound room design characteristics of musical instruments in the context of recording and mixing techniques for manipulating input signals and gaining structure through use of: equalisers filters compressors/expanders faders and auxiliaries effects devices issues and challenges that typically arise in the context of recording and mixing a basic music demo OHS requirements, including: safe manual-handling techniques working safely with electricity and hazardous substances principles of safe listening, such as safeguards against hearing loss

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: record and mix at least two basic music demos work cooperatively with performers to achieve the required effect.
Context of and specific resources for assessment	Assessment must ensure: access to performers requiring a basic music demo access to industry-current sound mixing equipment use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation or video recording of the candidate during recording and mixing sessions evaluation of authenticated audio recordings where the candidate was responsible for recording and mixing music written or oral questioning to test industry knowledge as listed in the required knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFSOU204A Perform basic sound editing CUSSOU201A Assist with sound recordings CUSSOU303A Set up and disassemble audio equipment.

Range Statement

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.
Relevant personnel may include:	artists, musicians and performers audio and sound engineers broadcasters producers post-production personnel program managers camera operators.
Purpose may include:	pitching a product at record labels pursuing work at live music venues getting work via live music or advertising agencies getting air play on media outlets accompanying a funding application uploading onto music and/or social networking websites developing media for band or solo artist websites supporting applications for study and/or remote auditions expanding a music portfolio documenting a music project or other creative body of work.
Factors may include:	musical style contractual arrangements copyright budget timelines availability of personnel, including: musicians sound recordists sound mixers post-production personnel promotional materials distribution strategies recording location, including: live music venue recording studio private residence rehearsal requirements number of recording sessions required equipment requirements hire of equipment or venue instruments props costumes make-up.
Method may include:	live to two-track stereo live multi-tracking multi-tracking with click combination live recording and prerecorded samples recording to analogue tape recording to hard disk or digital tape remixing existing music video using music production software for mixing and mastering.
Format may include:	compact disc (CD) audio file formats for upload and distribution within virtual environments and/or onto relevant media players, such as: MP3 WAV AIFF audiotape video: digital (high resolution) digital (compressed for online environment) analogue.
Equipment may include:	digital audio workstation (DAW) with software, such as: Pro Tools Logic Cubase Ableton Live Reason Nuendo Garage Band Digital Performer Soundscape Sonic Studio hard disk recorders multi-track recorder stereo recorders microphones, such as: dynamic condenser lavalier shotgun directional radio microphone stands microphone accessories microphone windscreens headphones amplifiers speakers mixing console/desk, including: analogue digital digitally controlled analogue (hybrid) effects rack sequence sampler cables and connectors.
Sonic effects may include:	change in pitch change in speed echo pan fade in and fade out filter invert normalise repeat reverb modulation wahwah.
Signal processing may include:	amplification compression noise processing spectrum signal processing equalisation time signal processing.
Documentation may include:	pre-mix scripts mixing sheets track sheets cue sheets dubbing sheets queries notes manuals.
Work environment may include:	dubbing theatre outside broadcast post-production studio recording studio sound stage home studio.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU303A Set up and disassemble audio equipment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to install and disassemble sound equipment in a range of facilities. The National Standard for Licensing Persons Performing High Risk Work applies to persons performing dogging and rigging work. Completion of the following units is required for certification at either basic, intermediate or advanced levels. CPCCLDG3001A Licence to perform dogging CPCCLRG3001A Licence to perform rigging basic level CPCCLRG3002A Licence to perform rigging intermediate level CPCCLRG4001A Licence to perform rigging advanced level. Sets and staging for some performances or events may fall within the definition of construction work. If so, people entering a construction site are required to complete the general induction training program specified by the National Code of Practice for Induction Training for Construction Work (Australian Safety Compensation Council, May 2007). Achievement of the unit CPCCOHS1001A Work safely in the construction industry fulfils this requirement.

Application of the Unit

Application of the unit	People working as audio stagehands and sound technicians apply the skills and knowledge described in this unit. They are responsible for setting up, testing and disassembling audio equipment, such as microphones, sound systems and mixing consoles for a range of productions in the live entertainment, events and broadcasting industries. The work often involves long or irregular hours and can be physically demanding. The ability to work cooperatively as part of a production team is essential. Skills associated with operating audio equipment are covered in: CUSSOU302A Record and mix a basic music demo.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for installation of audio equipment	1. In consultation with relevant personnel confirm sound equipment requirements, referring to production documentation as required 2. Together with relevant personnel, assess the acoustic properties of installation area to ensure that equipment and accessories are appropriate 3. Calculate power requirements and identify power locations and patching requirements 4. Communicate special requirements to relevant personnel so that they can be organised in a timely fashion
Install audio equipment	5. Safely and neatly secure and label cabling so that it is clear of moving elements 6. Set up power distribution 7. Position microphones, mountings, microphone accessories and cabling 8. As required, ensure that lapel microphones fitted to personnel meet technical performance standards 9. Provide phantom power at microphone inputs as required 10. Perform all installation work with due regard to mechanical and electrical safety considerations 11. Connect effects rack to mixer as required
Align audio equipment	12. Match interfaces between source and destination according to level, impedance, phase and frequency 13. Route test signals to the correct signal path 14. Check that the level of test signal is correct for production requirements 15. Check systems for potential feedback frequency problems and make adjustments as required
Test audio equipment	16. Check all microphone lines for continuity and patching 17. Test microphones to ensure that they are functioning correctly to produce the required sound 18. Fit microphones to relevant personnel to perform sound cues as required 19. Patch, test and tune sound system to suit facility 20. Conduct sound check and document adjustments according to organisational procedures 21. Inform relevant personnel of problems that arise during testing so that they can be rectified in a timely fashion
Disassemble audio equipment	22. Disassemble equipment safely, giving due consideration to other production requirements 23. Ensure that all equipment and accessories are packed and stored according to safety regulations and production requirements 24. Check hired equipment against inventory before packing and report lost or damaged equipment to the appropriate personnel 25. Pack sound equipment for transit as required 26. Clean work environment after use and restore environment to previous condition 27. Seek feedback from relevant personnel on own work performance and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: interpret and clarify written and verbal instructions make verbal fault reports to appropriate personnel interpret block diagrams of equipment and system set-ups read and interpret sound documentation read manufacturing specifications and installation manuals work effectively in a team environment initiative and enterprise skills in the context of applying critical-listening and aural-discrimination skills when setting up audio equipment numeracy skills sufficient to calculate duration and capacity of recording media technical skills sufficient to: set up and disassemble audio equipment for playback, mixing and recording in line with manufacturer's manuals and OHS specifications run and patch cables neatly and safely test sound equipment in line with industry standards planning and self-management skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise problem-solving skills sufficient to identify typical faults that may occur in audio-production environments
Required knowledge
basicaudio principles and practice, including: range of microphones and contexts in which they are used microphone characteristics, e.g. frequency response, sensitivity and polar patterns effect of microphone placement on quality of sound characteristics of sound in a range of environments signal-to-noise ratio, signal phase and audio level/headroom control audible defects in analogue and digital technologies features of mixers, amplifiers, speakers and effects racks basic principles of acoustics, including: frequency pitch amplitude loudness velocity wavelength acoustical phase timbre sound envelope basic understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound room design techniques for installing, aligning and testing audio equipment, including: understanding electrical power (e.g. voltage, distribution, phasing, load and circuit breaking) knowledge of a range of sound equipment and associated operating principles (e.g. level, impedance, phase and frequency) testing and tagging all electrical fittings in accordance with safety regulations issues and challenges that typically arise in the context of setting up and disassembling audio equipment OHS requirements, including: licensing requirements for persons performing high risk work and entering building sites safe manual-handling techniques working safely with electricity and hazardous substances principles of safe listening, such as safeguards against hearing loss

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: install and disassemble audio equipment on at least three occasions interpret sound plans test equipment in line with production requirements work cooperatively in a team environment apply OHS procedures, particularly in relation to working with electrical equipment and safe manual handling.
Context of and specific resources for assessment	Assessment must ensure: access to a range of industry-current equipment as listed in the range statement access to venues in which to install audio equipment use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies and questioning to assess candidate's understanding of OHS requirements observation and/or video recordings of the candidate installing, testing and disassembling audio equipment written or oral questioning to test knowledge of basic principles and techniques of installing and testing audio equipment.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUESOU01C Repair and maintain audio equipment CUFIND301A Work effectively in the screen and media industries CUSIND301A Work effectively in the music industry CUSOHS301A Follow occupational health and safety procedures CUSSOU301A Provide sound reinforcement CUSSOU302A Record and mix a basic music demo.

Range Statement

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.
Relevant personnel may include:	artists, musicians and performers audio and sound engineers audio and sound technicians broadcasters clients directors producers photographers post-production personnel program managers stage managers sound designers and editors sound effects personnel video and sound recorders.
Sound equipment may include:	amplifiers sound reinforcement systems, including: front-of-house stage foldback limiters compressors effects rack turntables analogue to digital converters cables compact disc (CD) and digital versatile disc (DVD) players and burners computer technology and associated software digital and analogue recording devices: hard disk recorder, e.g. digital audio workstation (DAW) digital audiotape recorder, e.g. S-DAT and R-DAT digital videotape recorder (DVTR) mini disc recorder (MD) modular digital multi-track recorder (MDM) open-reel analogue audiotape recorder digital audio players, such as: iPod MP3 headphones microphones and accessories mixing consoles and desks monitors and speakers signal processors and plug-ins sequencers and samplers musical instruments.
Productions may include:	live music or theatre performance commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer radio broadcast television program voice-over.
Documentation may include:	house plans sound plans line diagrams installation schedules artistic requirements scripts musical scores dubbing sheets technical/equipment manuals enterprise operating procedures and standards stage plans sound plots design, director's and sound specifications production and venue requirements production schedules OHS requirements and instructions manufacturer specifications performers' requirements fault report sheets.
Installation area may include:	stage venues auditorium hotels clubs front of house.
Positioning microphones includes taking account of factors, such as:	ensuring that safety procedures are followed organisational requirements production requirements ensuring optimum sound quality ensuring that cabling is mechanically sound and does not transmit vibration to microphones.
Microphones may include:	boundary (PZM) capacitor/condenser, such as: electret lavalier mini microphone transistor tube contact digital directional, such as: single entry port multiple entry port multi/poly-directional dual-element dynamic, such as: moving coil ribbon headset lapel low and/or high impedance microphone systems, such as: adaptive array binaural high definition parabolic surround sound wireless cordless FM radio transmitter noise cancelling shotgun.
Microphone accessories may include:	boom poles, including: aluminium carbon fibre fisher hand-held perambulator remote panner tripod cables, including: balanced unbalanced clips connectors, including: female male XLR housing pop filters shock mounts stands, including: desk floor gooseneck windscreens.
Technical performance standards for lapel microphones may include:	ensuring that safety procedures are followed positioning and connecting aerial optimised pick-up choosing a transmitter frequency that minimises interference with nearby channels in the frequency band ensuring that transmitters have appropriate sensitivity rigging microphone within relevant constraints ensuring that connection of aerial and related cabling is secure ensuring that transmitter-receiver location is unobtrusive and comfortable for relevant personnel ensuring that transmitter-receiver location produces optimum output ensuring that interaction with relevant personnel is discreet, tactful and causes minimum disruption ensuring that items that may negatively affect transmission are not present on relevant personnel.
Mechanical safety considerations may include:	observing OHS requirements when installing and checking equipment checking that the position of microphones, mountings and other recording equipment is safe using safety chains laying cabling to avoid potential mechanical danger and to ensure safety.
Electrical safety considerations must include:	following OHS procedures when setting up and checking electrical equipment checking that mains or generator supply is sufficient for maximum load requirements ensuring that cables used are correctly rated, including three-phase cable to dimmers laying cabling so that it does not obstruct the free movement of other equipment or endanger personnel ensuring that maintenance of cabling and connectors meets OHS requirements ensuring that all components of sound equipment are connected to the correct voltage supply ensuring that distribution of electrical loading is within working limits ensuring that all electrical fittings are tested and tagged in accordance with safety regulations.
Production requirements may include:	purpose and style of production sound specifications venue or location requirements production schedule organisational policies and procedures legislative and/or organisational OHS requirements manufacturer specifications performers' requirements resource constraints length of the run of the production attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes intellectual property interviews.
Sound cues may be required for:	audience PA effects foldback to stage.
Packing sound equipment may involve:	ensuring that containers are suitable for the storage and carriage of the equipment in a safe and secure manner ensuring that packing of hazardous items complies with current regulations labelling containers accurately and clearly checking containers for durability ensuring documentation for packed equipment is accurate and legible adhering to strict forward production timelines.
Work environment may include:	dubbing suite on location, including interior and exterior outside broadcast post-production studio recording studio sound stage.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU304A Restore audio tracks

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to perform restoration work on recorded audio and soundtracks. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Sound technicians in the film, television, radio and audio post-production and archival industries apply the skills and knowledge described in this unit. They are responsible for restoring audio tracks to as close to the original recording as possible, taking into account the final application and client requirements. They are usually working with analogue recordings, but the restoration process can also be applied to early digital formats, such as digital audiotapes and compact discs. This work is undertaken with some supervision and guidance.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify scope of restoration project	1. In consultation with relevant personnel confirm restoration requirements 2. Ensure that documentation relevant to the project is available 3. Where source materials are not supplied, liaise with relevant personnel to locate the most original, best quality recording to be restored 4. Evaluate all recordings to be restored for auditioning purposes and technical selection as required
Prepare source material for digital transfer	5. If required, physically repair and clean source material in preparation for playback, taking great care not to damage the source material 6. Select the most appropriate playback machine, taking into account the fragility of source material and the ability of the playback machine to provide the most authentic playback 7. Set up playback paths and recording settings to ensure a flat, transparent, and where possible uncompressed file 8. Set audio levels in line with technical parameters
Make digital recording of source material	9. Record source material to defined quality standards 10. Monitor the recording, and document or mark sections that display recorded artefacts or damage 11. As required, record from more than one source
Apply restoration techniques to audio tracks	12. Select the most appropriate restoration equipment and tools for the job 13. Commence restoration by applying manual restoration techniques to the most audible artefacts first, then moving onto less noticeable faults 14. Following manual restoration, apply automated restoration processes as required 15. Seek feedback on work in progress from relevant personnel and make adjustments
Make a copy of restored audio tracks	16. Apply appropriate processes to play-out and take into account the end use when creating required delivery format 17. Deliver master in the required format to relevant personnel in line with project requirements 18. Complete required documentation in line with enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written and verbal instructions complete workplace documentation read and interpret technical manuals respond positively to constructive feedback on own performance critical-listening and aural-discrimination skills in the context of restoring audio tracks technical skills sufficient to: use specialised equipment to perform audio restoration work operate other studio equipment for playback and recording planning and self-management skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise problem-solving skills sufficient to identify typical faults that may occur in audio-production environments
Required knowledge
acoustic principles related to noise and distortion on audio tracks aesthetics of sound production operation of current and obsolete audiovisual equipment appropriate handling and storage of fragile and archival material preservation methods for preparation of source materials restoration principles, tools and technique to apply to different artefacts techniques and principles for removing or masking audio artefacts, including: features and operating characteristics of restoration tools compatibility with mono, stereo or multi-channel systems use of timecode equipment format encoders and decoders principles of media archiving issues and challenges that arise in the context of working with soundtracks OHS principles of safe listening, including safeguards against hearing loss

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: distinguish between the original sound and unwanted artefacts use appropriate equipment to restore soundtracks to as close to the original recording within guidelines and available resources apply correct post-production processes prescribed for the designated outcome when making a copy of the restored soundtrack meet production deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to a range of current and obsolete industry equipment use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies, and written or oral questioning to assess candidate's understanding of white noise and the process of de-noising soundtracks recordings of original soundtracks and authenticated de-noised versions done by the candidate.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND301A Work effectively in the screen and media industries CUFSOU301A Prepare audio assets CUSSOU305A Analyse soundtracks.

Range Statement

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.
Relevant personnel may include:	client production designer post-production manager production manager preservation supervisor supervisor head of department director of photography artist director producer technical director other technical staff other specialist staff designer animation production personnel sound recordist sound editor sound-editing personnel.
Requirements may include:	artistic technical, e.g. final format for master budget production schedules organisational policies and procedures resources OHS requirements audience confidentiality content contractual arrangements copyright duration intellectual property purpose style.
Documentation may include:	pre-mix scripts mixing sheets track sheets de-noising documents cue sheets edit decision lists (EDL) dubbing sheets queries notes manuals databases fault reports.
Source materials may include:	film and television soundtracks, including: music dialogue sound effects oral histories location recordings optical soundtracks analogue audio recordings in different formats, such as: tape, e.g. open reel and cassette wire recording cylinder vinyl disc lacquer disc film mag digital recordings in different formats, such as: digital audiotape CD.
Repairing and cleaning source material may involve:	replacing dry or sticky film splices attaching leader to film removing adhesive left behind by sticky splices repairing broken or damaged perforations on film sonic cleaning film manually cleaning film baking magnetic oxide tape using hot-pen on audiotape scraping to remove oxide or other matter from oxide tape manually cleaning oxide tape removing mould by vacuum or alcohol swab re-housing tapes if cassette damaged cleaning discs cleaning vinyl discs cleaning and repairing cylinders affixing lacquer fragments that are loose or separated from backing disc to lacquer discs correcting warp in vinyl discs detangling wire recordings joining broken wire recordings.
Artefacts may include:	white noise hiss clicks pops crackle sibilance hum.
Recording from more than one source may be required if:	sections are missing from the original version sections are heavily damaged corresponding sections are available from another source and can be edited during the restoration process.
Equipment and tools may include:	noise reduction systems mono, stereo or multi-channel systems timecode equipment format encoders and decoders audio editing systems sound mixing desks multi-track equipment software packages hard drives analogue and digital playback equipment restoration tools.
Manual restoration techniques may include:	editing out artefacts editing in missing sections from another source waveform restoration.
Automated restoration processes may include:	high and low pass filters de-noise de-click de-scratch de-crackle de-hiss repair filter pitch correction noise reduction.
Appropriate processes may include:	expander limiter compressor compander playback curve.
Formats may include:	digital file: AIF (AIFF) WAV broadcast WAV format (BWF) WMA OGG advanced audio coding (AAC) Real Audio QuickTime MP3 digital storage: CD DVD USB hard drive linear tape-open (LTO) analogue: film.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU305A Analyse soundtracks

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to analyse music and voice soundtracks. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Film sound technicians apply the skills and knowledge described in this unit. They are responsible for synchronising soundtracks to pictures, auditioning material and selecting tracks that best meet technical and creative requirements. They work with sound recorded both digitally and in analogue formats. Their analysis of soundtracks is used by film editors as they edit or animate films. People responsible for dubbing films into different languages and those working in film and sound archives also apply these skills on a regular basis. This work is undertaken with some supervision and guidance.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Complete analysis of soundtrack elements	1. Select appropriate equipment to perform break-down of approved soundtracks 2. Break down soundtracks ensuring that analysis of required elements is accurate 3. Store break-down safely and securely and ensure that it can be accessed as required 4. Report problems with soundtracks to relevant personnel
Document and complete soundtrack analysis	5. Document soundtrack break-down clearly and legibly in the required format 6. Ensure that all information from relevant sources is included in documentation 7. Supply break-down to relevant personnel in line with agreed deadlines and production requirements 8. Seek feedback on quality of own work and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: interpret scripts, specifications and instructions record and report issues with the quality of soundtracks document soundtrack break-downs work cooperatively in a team environment respond positively to constructive feedback on quality of own work technical skills sufficient to: listen to speech and break it down into phonetic sounds listen to music and break it down into beats use a synchroniser and/or digital equipment to breakdown soundtracks planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise
Required knowledge
principles and techniques associated with breaking down soundtracks, including: understanding how soundtracks fit intocreative concepts basic understanding of film, television and animation production processes issues and challenges that arise in the context of working with soundtracks OHS procedures and practices in the context of working with audio equipment

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: analyse music and voice soundtracks in line with production requirements on at least three occasions document soundtrack break-downs in the required format work cooperatively in a production environment.
Context of and specific resources for assessment	Assessment must ensure: access to a range of industry-current equipment as listed in the range statement use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies, and written or oral questioning to assess candidate's understanding of the process of analysing and documenting soundtracks for film and television productions authenticated examples of soundtrack documentation prepared by the candidate observation of the candidate breaking down and analysing soundtracks.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND301A Work effectively in the screen and media industries CUFSOU204A Perform basic sound editing CUFSOU301A Prepare audio assets CUSSOU304A Restore audio tracks.

Range Statement

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.
Equipment may include:	synchroniser analogue or digital playback equipment.
Analysis may be for:	music tracks phonetic analysis of voice or dialogue tracks.
Storing may involve:	digital backups ensuring that physical tape is kept clean and stored appropriately.
Relevant personnel may include:	production designer post-production manager production manager preservation supervisor supervisor head of department director of photography artist director producer technical director other technical staff other specialist staff designer animation production personnel sound recordist sound editor sound-editing personnel.
Formats may include:	computer-generated or manual, such as: dope sheets bar sheets file notes phonetic code.
Sources may include:	storyboards layout drawings director's instructions camera sheets scripts scores technical notes clapper boards tape identifications database metadata.
Productions may include:	feature films short films animation commercials music videos television productions web-based content.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU402A Develop and implement sound plans

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and implement sound plans for productions. This involves researching the most appropriate sound systems to use, identifying everything needed to meet creative and technical requirements, and supervising the implementation of sound plans. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Sound technicians and supervisors apply the skills and knowledge described in this unit. They are responsible for developing and implementing sound plans to meet production requirements. Industry sectors in which they work include music (live and recorded), television, radio, film, video, stage productions and corporate events. Depending on the type of production, they could be developing a sound plan in response to specifications from a sound designer.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Establish brief for sound system	1. Liaise with the relevant personnel to determine the project requirements 2. Undertake research to determine the best options for meeting production requirements 3. Consider available budget and other resources when determining the scope of the production 4. Source additional expertise as required
Produce sound plan	5. Develop a draft sound plan to meet production requirements 6. Ensure that microphone plots, sound sources, block diagrams and layout are drawn and notated as required 7. Anticipate problems that might arise and plan accordingly 8. Seek feedback on draft sound plan from relevant personnel and amend plan
Implement sound plan	9. Ensure that all parties meet their obligations, adhere to quality standards and work within project requirements 10. Ensure that relevant personnel are involved in negotiating and agreeing on changes to the sound plan 11. Ensure that sound system is tuned to achieve desired result 12. Ensure that equipment technical problems are addressed in ways that cause least disruption to productions 13. Ensure that all work is undertaken with due regard to OHS requirements 14. Prepare and update documentation as required
Evaluate operations	15. In consultation with relevant personnel identify aspects of the production that worked well and those that could be improved 16. Evaluate own role in operations and note areas for improvement 17. Provide feedback to team members on their performance as required 18. Document evaluation of operations in line with enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: liaise and negotiate with sound-production personnel supervise the implementation of sound plans clearly explain/offer options about sound systems for a range of productions critical-listening and aural-discrimination skills in the context of sound operations initiative and enterprise skills in the context of: contingency planning responding effectively to equipment or system malfunction and other unexpected events during productions literacy skills sufficient to: read and interpret recording documentation document and annotate sound plans numeracy skills sufficient to calculate the range of recording devices needed to capture sound in various environments planning and organisational skills sufficient to: prioritise work tasks meet deadlines locate and use relevant sources of information in the context of preparing sound plans technology skills sufficient to: work with a variety of audio equipment identify and rectify equipment faults
Required knowledge
techniques and principles in sound system specification, including: applying acoustic principles when evaluating sound systems and their components operational knowledge of a wide range of sound-recording equipment how sound is incorporated into the artistic, technical and operational requirements of productions features and operating characteristics of noise reduction systems fault finding techniques and procedures testing procedures drawing and annotating sound systems in sound plans issues and challenges that typically arise in the context of developing and implementing sound plans OHS principles of safe listening, including safeguards against hearing loss

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: prepare sound plans that clearly specify all production requirements implement sound plans on at least two occasions supervise the work of others work collaboratively with team members.
Context of and specific resources for assessment	Assessment must ensure: access to a range of industry-current equipment as listed in the range statement access to venues and productions or events use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies, and written or oral questioning to test knowledge as listed in the required knowledge section of this unit authenticated copies of sound plans developed by the candidate.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBOHS407A Monitor a safe workplace CUSSOU401A Record sound CUSSOU405A Mix recorded music CUSSOU407A Coordinate location sound recording.

Range Statement

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.
Relevant personnel may include:	artists, musicians and performers audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel post-production editors foldback mixers front-of-house mixers recordists re-recording mixers audio stagehands broadcasters broadcast engineers directors producers photographers program managers stage managers floor managers film/video crew.
Production requirements may include:	attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
Productions may include:	live performance or event commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer radio broadcast short film and/or video television program training film and/or video voice-over.
Elements of a sound plan may include:	list of equipment required features of the sound system personnel required block diagrams to indicate positioning of equipment for optimum effect pre-production testing arrangements venue considerations budget performers' requirements interaction with other production elements, e.g. lighting sound sources.
Sound sources may include:	dialogues and voice-overs additional dialogue recording (ADR) effects (FX) music produced acoustically or electronically foley atmosphere sounds from the natural environment.
Equipment may include:	amplifiers limiters compressors effects rack turntables analogue to digital converters cables compact disc (CD) and digital versatile disc (DVD) players and burners computer technology and associated software recording devices: hard disk recorder, e.g. digital audio workstation (DAW) digital audiotape recorder, e.g. S-DAT and R-DAT digital videotape recorder (DVTR) mini disc recorder (MD) modular digital multi-track recorder (MDM) digital audio players, such as: iPod MP3 headphones microphones and accessories mixing consoles and desks monitors and speakers signal processors and plug-ins sequencers and samplers musical instruments.
Documentation may include:	microphone plots sound sources block diagrams layout cue sheets track sheets dubbing charts equipment instructions OHS requirements organisational standards performers' requirements production schedules and set-up reports shot lists sound and audio reports storyboards technical manuals.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU403A Perform advanced sound editing

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to perform advanced sound editing. This involves assessing the quality of original recorded sound against production requirements, determining the scope of the sound-editing project, preparing source materials for sound editing, editing sound in line with production requirements, and applying sound effects to enhance the final product. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to sound editors who edit music and sound effects for film, television, interactive media and music productions as well as to technicians who work in film and sound archives. This work is undertaken with minimal supervision and guidance. Sound editors at this level could also be responsible for supervising others. This units builds on the skills covered in the imported unit: CUFSOU204A Perform basic sound editing.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for sound editing	1. Participate in pre-production meetings with relevant personnel to discuss production requirements and procedures 2. Check that necessary copyright releases have been organised 3. Consider the impact of different release sound formats when planning editing work 4. Check sound equipment to ensure it is operational and appropriate for the task 5. Prepare a team work plan as required and brief relevant personnel accordingly 6. Obtain original sound sources and assess their quality against production requirements 7. Check any documentation in the receipt and preparation of original recordings and copies for productions 8. Advise where sound sources do not meet quality and production requirements and propose options to resolve issues as required 9. Anticipate problems that may arise during the editing process and plan accordingly
Edit complex sound sequences	10. Check the format of all sound sources, ensuring it is compatible with editing software, equipment and media output 11. Critically listen to sound sources to determine the extent and range of required edits 12. Manipulate editing software and equipment to produce required outcomes and to resolve identified problems 13. Work sensitively and constructively with relevant personnel to achieve best production outcomes
Create overall sound context	14. Determine the purpose for which sound is being used in productions 15. Identify, select and/or produce appropriate sound effects or elements 16. Apply knowledge and understanding of sonic lexicon to enhance final creative outcomes 17. Note sound effects and elements on spotting sheets 18. Incorporate sound effects and elements to meet creative requirements
Finalise editing operations	19. Participate in spotting sessions with relevant personnel and make adjustments to mix as required 20. Ensure that final files are in the correct format 21. Manage the quality check of the final sound mix in line with enterprise procedures and production requirements 22. Archive edited audio files and complete associated documentation according to enterprise procedures 23. Ensure that work environment is left clean and ready for the next user 24. In collaboration with support personnel, organise and maintain sound effects libraries for future productions 25. Provide feedback to other team members as required 26. Evaluate own performance against technical and creative criteria and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: work collaboratively with project team personnel and sound-production personnel provide feedback to project personnel on appropriate editing techniques provide critical feedback on problems with technical quality of masters and condition of equipment literacy skills sufficient to: log and label recorded material accurately note sound effects on spotting sheets read and interpret an edit decision list (EDL) numeracy skills sufficient to calculate duration and capacity of media at various speed/sample rates initiative and enterprise skills in the context of: finding creative solutions to sound-editing challenges applying critical-listening skills to analyse sound recordings and finding solutions to creative and/or technical problems learning skills sufficient to maintain currency of knowledgeof editing software and equipment upgrades planning and organisational skills sufficient to: prioritise work tasks meet deadlines locate sound effects problem-solving skills sufficient to promptly and effectively rectify sound defects, system failures and mechanical breakdowns technology skills sufficient to: use a variety of sound-editing equipment and software on both PC and MAC operating systems manage file systems make regular backups
Required knowledge
principles of sonic storytelling, e.g. using sound (or silence) to: focus attention intensify action set pace set mood evoke feelings well-developed understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound studio and control room design ergonomics well-developed understanding of audio principles, including: frequency pitch amplitude loudness velocity wavelength acoustical phase timbre sound envelope intellectual property implications in relation to sound design picture and sound synchronisation, including: time codes frame rates sample rates clock leader 2 pips principles and techniques of sound editing, including: manipulating sound to achieve technical and creative outcomes using effects to achieve a range of functional sound requirements eliminating audible defects compatibility of different digital standards identification/logging requirements file formats, technical standards and compression issues and challenges that typically arise in the context of performing complex sound edits OHS principles of: safe listening, including safeguards against hearing loss using a computer and keyboard for periods of time

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: use all features of a range of current industry sound-editing software and equipment make critical editing decisions that enhance the quality and impact of the final sound incorporate a range of sound effects into the final mix work cooperatively in a team environment meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to current industry-standard equipment as listed in the range statement use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation of candidate undertaking complex sound edits, including the incorporation of sound effects direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by candidate authenticated recordings of material edited by the candidate case studies and scenarios as a basis for discussing issues and challenges that arise in the context of complex sound editing.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSSOU404A Edit dialogues.

Range Statement

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.
Relevant personnel may include:	performer composer sound supervisor supervising sound editor preservation supervisor archivist effects editor effects mixer sound mixer recordist re-recording mixer audio assistant audio and sound engineer director producer post-production picture editor post-production manager program manager sound designer.
Production requirements and procedures may include:	creative technical file formats agreement on file naming structures work flow after capture prerelease screenings to check quality of sound mix technical checks spotting sessions attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
Release sound formats may include:	IMAX multichannel system 5.1 surround sound: cinema television 4-track Dolby stereo 2-track stereo internet games radio.
Equipment may include:	digital audio workstation (DAW) with software, such as: Pro Tools Nuendo Pyramix Fairlight Sound Forge Adobe Audition Final Cut Pro Avid EDL software mixing consoles outboard gear, such as: re-verb unit sub-base harmoniser de-esser compressor.
Sound sources may include:	dialogues and voice-overs special effects music walla ambient sound atmospheric sound foley.
Documentation may include:	pre-mix scripts mixing sheets track sheets de-noising documents cue sheets dubbing sheets queries notes manuals.
Production may include:	commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer radio broadcast short film and/or video television program training film and/or video oral histories voice-over.
Format may include:	audio/sound, such as: DAT AIF (AIFF) WAV broadcast WAV format (BWF) WMA MIDI OGG advanced audio coding (AAC) Apple Lossless magnetic tape Real Audio QuickTime MP3 computerised data.
Media may include:	radio video CD DVD DAT computer hard drive internet mobile device film.
Manipulating editing software may include:	adjusting and normalising audio levels inserting: transitions sound effects music voice-overs overlays manipulating audio clips, such as: cutting pasting copying moving splitting.
Purpose may include:	breakingÂ theÂ screenÂ plane definingÂ space focusingÂ attention establishingÂ locale creatingÂ environment emphasisingÂ action intensifyingÂ action depictingÂ identity settingÂ pace providingÂ counterpoint creatingÂ humour symbolisingÂ meaning creatingÂ metaphor unifyingÂ transition creating silence.
Producing sound effects may involve:	creating and synchronising effects in a post-production studio recording during shooting collecting in the field generating effects electronically.
Sonic lexicon may refer to genres, such as:	silent film natural history drama productions animation comedy horror.
Work environment may include:	dubbing theatre on location, including interior and exterior outside broadcast post-production studio recording studio sound stage cultural institution archive.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU404A Edit dialogue

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to edit dialogue for a screen production. As with all post-production work, a high level of attention to detail is required to ensure that the final edit is free of uneven sound. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Dialogue editors working on film, television and video productions apply the skills and knowledge described in this unit. Though work is typically undertaken with limited supervision or guidance, dialogue editors are expected to liaise closely with other production personnel.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify project requirements	1. Assess the quality of the original recorded dialogue and sound against creative and technical production requirements 2. Identify which sound and dialogue are acceptable, borderline and/or not acceptable through discussion with relevant personnel 3. Determine creative and technical adjustments to dialogue and sound that are needed to meet the requirements of the brief 4. Establish a timeline for completing the dialogue and sound-editing process to ensure production requirements are met 5. Anticipate problems that may arise in the process of completing work and plan accordingly
Prepare to edit dialogue	6. Check dialogue and sound equipment to ensure it is operational and appropriate for the task 7. Resolve technical faults and problems in line with workplace procedures 8. Ensure that file systems are set up in a logical way and that relevant personnel have access to them 9. Prepare work copies in quantity to meet ongoing production requirements 10. Undertake all activities according to OHS procedures 11. Check and complete documentation in line with enterprise procedures
Clean up dialogue	12. Provide advice to relevant personnel on requirements for automated dialogue replacement (ADR) 13. Ensure that sync FX are stripped from the dialogue as required 14. Clean up the sync sounds to ensure all dialogue and sound edits fit together smoothly 15. Find alternative takes as required and determine which takes need to be re-recorded to ensure that the quality of final sound mix meets production requirements 16. Oversee the recording of post-sync dialogue and sound as required, ensuring relevant personnel have copies of the appropriate documentation 17. Make regular backups of files to ensure that work in progress can be retrieved if computer equipment malfunctions 18. Recognise potential problems with the creative and technical quality of edited material and adjust as required in consultation with relevant personnel 19. Present final edit to relevant personnel for evaluation against creative, technical and production criteria
Complete work operations	20. Ensure track layout is legible, consistent and clearly indicates the range of different dialogue and sound 21. Ensure the edit master copy is delivered in the correct format 22. Organise duplication of the master copy, as required 23. Store relevant versions of edited material according to enterprise procedures 24. Ensure that the work environment is clean and ready for use by the next user
Evaluate work	25. In consultation with relevant personnel identify aspects of the process of editing dialogue that worked well and those that could be improved 26. Review creative content and technical quality of edited material to ensure that required standards were met 27. Evaluate own role in operations and note areas for improvement 28. Provide feedback to team members on their performance as required 29. Document evaluation of operations in line with enterprise procedures and use results of evaluation to improve own work practices

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: work cooperatively with production personnel provide critical feedback on problems with technical quality of masters and condition of equipment read and interpret an edit decision list (EDL) log and label dialogue and sound files and versions of edited material, including masters and copies numeracy skills sufficient to: calculate duration and capacity of recording media at various speed/sample rates identify and interpret synchronisation time codes initiative and enterprise in the context of: applying extreme attention to detail to ensure that dialogue and sound edits meet creative and technical requirements applying critical-listening skills to assess the quality of dialogue tracks for ADR ADR recording, e.g. spotting sync and understanding how to manipulate it learning skills sufficient to maintain currency of knowledgeof editing equipment upgrades planning and organisational skills sufficient to prioritise work tasks and meet deadlines problem-solving skills sufficient to promptly and effectively rectify system failures and mechanical breakdowns technology skills sufficient to: use a variety of sound-editing equipment and software on both PC and MAC operating systems manage file systems make regular backups make suitable track layouts
Required knowledge
understanding of how sound is used in screen productions, for example to: focus attention intensify action set pace and mood evoke feelings understanding of how sound is locked to picture industry knowledge, including: features of a range of sound-editing equipment and facilities roles and responsibilities of post-production personnel, including well-developed understanding of documentation and files that editors typically provide filmic language and other relevant terminology sound-editing conventions used in film and video production issues and challenges that typically arise in the context of editing dialogue picture and sound synchronisation, including: time codes frame rates sample rates clock leader 2 pips principles and techniques of dialogue and sound editing, including: splitting and laying sound and dialogue tracks to ensure consistency different dialogue and sound-editing methods function of metadata tags, such as: album artist defaults description episode resolution track version OHS principles of: safe listening, including safeguards against hearing loss observing regulations with regard to working for periods of time at computers

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: split and edit dialogue and sound for a film or television production review the technical quality of edited material so that it conforms to industry standards use a range of industry-current sound-editing equipment and accessories work cooperatively in a team environment meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to current industry-standard equipment as listed in the range statement use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation of candidate undertaking dialogue and sound-editing work direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by candidate authenticated recordings of dialogue and sound edited by the candidate case studies and scenarios as a basis for discussing issues related to editing dialogue and sound.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSSOU403A Perform advanced sound editing.

Range Statement

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.
Dialogue and sound may include:	original dialogue and sound replacement of original dialogue and sound fill track wild track library atmosphere/sound sync FX post-sync dialogue additional dialogue: re-recorded narration additional sounds: voice-over walla loop group crowds music.
Production requirements may include:	creative technical artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
Relevant personnel may include:	performer sound supervisor supervising sound editor effects editor effects mixer sound mixer recordist re-recording mixer audio assistant audio and sound engineer director producer post-production picture editor program manager sound designer.
Technical adjustments may include:	cleaning up: removing bumps and clunks extending background noises filling holes finding alternative takes fixing sync laying additional background atmospheres post-syncing dialogue.
Productions may include:	feature films documentaries games animated productions short films commercials filmed events or performances music videos television productions of any type.
Equipment may include:	digital audio workstation (DAW) with software, such as: Pro Tools Nuendo Pyramix Fairlight EDL software mixing consoles outboard gear, such as: re-verb unit sub-base harmoniser de-esser compressor.
File systems may be established for:	dialogue sound effects music sections of the production final master.
Work copies may include:	post-production masters digital replications.
OHS procedures may include:	ergonomic factors: physical manoeuvres safe handling techniques lighting conditions emergency procedures safe working conditions.
Documentation may be:	computer-generated manually written timecode log sheets for location sound recordings wild line and sound effects log sheets scripts ADR or post-sync sheets sound reports shot lists sound library lists edit decision lists (EDLs) editing schedules continuity scripts manufacturer schedules manufacturer specifications and instructions contracts memos of instruction budgets fault reports marked-up scripts marked-up transcripts.
Sync FX may include:	doors opening and closing footsteps clothing rustling cars baby cries domestic sounds other natural sounds walla.
Format may include:	AIF (AIFF) WAV broadcast WAV format (BWF) WMA MIDI OGG advanced audio coding (AAC) Apple Lossless Real Audio QuickTime MP3.
Work environment may include:	mixing theatre dubbing theatre on location, including interior and exterior ADR recording studio edit room production office.
Technical quality may include:	sound clarity audio level audio balance smoothness of sound equalisation gating/noise reduction drop-outs in tracks overlap of sounds pitch flaming phasing.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU406A Record sound on location

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to record sound on location for screen productions. Well-developed understanding of how sound is used in screen productions is essential, along with the ability to work cooperatively and sensitively with performers and other production crew members. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Sound recordists and boom operators apply the skills and knowledge described in this unit. They are responsible for recording sound effects and location atmosphere. They are also responsible for using boom mounted microphones and radio microphones to record dialogue in both outdoor and indoor locations. The operation of the boom requires precision and physical stamina to ensure that the optimum quality sound is captured without interfering with camera operation or the movement of actors.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Prepare for location recording	1. Confirm recording requirements in consultation with relevant personnel and with reference to scripts and other production documentation 2. Check that sound equipment and accessories are in working order prior to shoots 3. Ensure adequate supply of consumables is available for duration of sound recordings
Capture dialogue	4. Participate in technical run-throughs or rehearsals to determine optimum positioning of boom and microphone for recording shots 5. Rig sound equipment and accessories in line with safety, technical and production requirements 6. Attach radio or clip microphones to actors' clothing as required 7. Ensure run-up time is sufficient and synchronisation codes are referenced to allow stable sound recording 8. Move boom according to scripted shots and respond to direction 9. Follow the actions and anticipate movements of relevant personnel 10. Ensure movement of boom is unobtrusive and sympathetic to actions of relevant personnel and does not generate unwanted noise 11. Monitor sound through headphones to ensure unwanted sounds are not being captured 12. Communicate with relevant personnel with minimal disruption to operations 13. Correct equipment failures with minimal disruption to operations
Capture sound effects	14. Record background location sound for use in post-production 15. Place multiple microphones in different positions to capture sound perspective of effects being recorded 16. Listen critically to recorded sound and re-record as required to achieve desired effect
Finalise sound-recording operations	17. Save recordings in the appropriate format and log/file in line with organisational procedures 18. Make safety copies or backups in line with organisational procedures 19. De-rig, check and clean sound equipment and accessories 20. Leave locations clean and restored to their pre-recording condition 21. Evaluate own performance against technical and creative criteria and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: work cooperatively with camera and lighting operators and others involved in film shoots respond appropriately to requests from performers treat performers sensitively and with respect when positioning microphones numeracy skills sufficient to calculateduration and capacity of recording media at various speed/sample rates learning skills sufficient to maintain currency of knowledgeof recording equipment upgrades literacy skills sufficient to read and interpret scripts and production documentation planning and organisational skills sufficient to: prioritise work tasks meet deadlines initiative and enterprise skills in the context of: finding creative solutions to sound-recording challenges demonstrating a precise attention to detail problem-solving and self-management skills sufficient to: apply critical-listening skills to sound recordings to identify faults in recording promptly and effectively rectify equipment problems comply with on-set protocols work effectively under pressure technology skills sufficient to: use a variety of sound-recording equipment manage file structures to ensure compatibility with syncing and editing make regular backups
Required knowledge
roles and responsibilities of film and television production personnel on-set protocols well-developed understanding of how sound is used in film productions, including the interrelationship of dialogue, sound effects and musical elements principles and techniques of recordingsound for screen productions, including: picture and sound synchronisation creating a sense of audio continuity interaction with camera and lighting crew principles of sound, in particular direct versus reflected sound, and sound perspective operational principles of microphones, including microphone placement operational/technical limitations of recording media acceptable compromises when it comes to the quality of captured sound potential for parallax errors when operating side-on to the sound source cues and how to respond to them recording formats and technical standards timecode levels and standards in analogue and digital applications issues and challenges that typically arise in the context of recording sound on location OHS principles of safe listening, including safeguards against hearing loss relevant sections of the Safety Guidelines for the Entertainment Industry

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: record dialogue using a boom pole for at least two screen productions record live sound effects on location work cooperatively in a team environment meet deadlines observe safety guidelines on set.
Context of and specific resources for assessment	Assessment must ensure: access to screen projects where dialogue and sound are being recorded access to industry-current sound equipment and accessories use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies to assess candidate's ability to deal with challenges that typically arise in the context of recording sound on location evaluation of dialogue and sound recorded by the candidate observation of candidate recording sound on location written or oral questioning to test knowledge as listed in the required knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSSOU401A Record sound CUSSOU407A Coordinate location sound recording.

Range Statement

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.
Relevant personnel may include:	director producer director of photography production manager first assistant director (1st AD) sound supervisor sound designer sound recordist boom operator sound engineer performer actor camera operator.
Documentation may include:	production schedules scripts storyboards shot lists.
Equipment and accessories may include:	hard disk recorders headphones batteries microphones, including: dynamic condenser radio omnidirectional cardioid hyper-cardioid figure of eight shotgun microphone accessories, including tripod windscreens boom pole, including: aluminium carbon fibre fisher hand-held perambulator remote panner cables, including: balanced unbalanced cable extensions clips connectors, including: female male XLR housing pop filters shock mounts stands, including: desk floor gooseneck amplifiers mixers speakers.
Consumables may include:	CDs DVDs memory cards batteries masking tape, marker pens and labels cue sheets.
Positioning may involve:	ensuring that boom and microphone are out of the frame of the camera placing boom and microphone overhead miking from below mounting boom and microphone on a dolly determining movement of boom and microphone during recording of shots ensuring that position of the microphone, mounts, their shadows and reflections are as unobtrusive as possible ensuring that extraneous and unwanted noises are not captured ensuring that boom and microphone are not safety hazards.
Productions may include:	feature films documentaries short films and videos animation corporate videos training films and videos drama programs variety and lifestyle programs news and current affairs music videos recordings of live productions commercials print advertisements.
Synchronisation may include:	frame rates synchronising sound and picture on film, such as: crystal sync tones slating time codes, such as: longitudinal SMPTE vertical interval MIDI IEC standard time formats, such as: real time music time film time transfers and dubs, such as: analogue to digital audio digital to digital audio film transferring.
Unwanted sounds may include:	rustling from radio microphones wind noise hum or buzz distortion cable noise extraneous location noises, such as: traffic doors closing electrical appliances.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU407A Coordinate location sound recording

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to coordinate location sound-recording operations for screen productions. Well-developed understanding of how sound is used in screen productions is essential, along with the ability to work cooperatively and sensitively with performers and other production crew members. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Senior sound recordists apply the skills and knowledge described in this unit. They are responsible for ensuring that all dialogue and sound is recorded in line with technical and creative production requirements. On a low budget production they would typically be responsible for recording all sound, while on a large budget production they could be supervising sound recordists and monitoring the quality of recorded sound from a mixing desk.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify recording requirements	1. Participate in pre-production meetings with relevant personnel to determine scope of recording required 2. Plan recording with reference to scripts and other production documentation 3. Organise script extracts for sound recordists as required 4. Visit all locations to identify issues or problems that might arise in the context of recording sound and plan accordingly 5. Prepare a team work plan as required and brief personnel accordingly 6. Ensure the selection of sound equipment and accessories meets production requirements
Prepare for location recording	7. Ensure recording devices have sufficient capacity for expected duration of recordings 8. Ensure adequate supply of consumables is available for duration of sound recordings 9. Check that sound equipment and accessories are in working order prior to shoots 10. Negotiate with relevant personnel prior to shoots to ensure that recorded sound will meet post-production requirements 11. Ensure that sound equipment and accessories are rigged according to safety, and technical and production requirements
Monitor location sound recording	12. Participate in technical run-throughs or rehearsals to determine optimum positioning of boom and other microphones for recording dialogue and sound effects 13. Monitor the quality of sound being recorded and request additional takes as required 14. Provide advice to and supervise sound recordists as required
Finalise sound-recording operations	15. Ensure that recordings are saved in the appropriate format and logged/filed in line with organisational procedures 16. Ensure that safety copies or backups are made in line with organisational procedures 17. Ensure that sound equipment and accessories are de-rigged, checked and cleaned appropriately 18. Ensure that locations are clean and restored to their pre-recording condition 19. Provide feedback to team members as required 20. Evaluate own performance against technical and creative criteria and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: work cooperatively with camera and lighting operators and others involved in film shoots supervise sound-recording personnel respond appropriately to requests from performers treat performers sensitively and with respect when requesting additional sound takes numeracy skills sufficient to calculateduration and capacity of recording media at various speed/sample rates learning skills sufficient to maintain currency of knowledgeof recording equipment upgrades literacy skills sufficient to read and interpret scripts and production documentation planning and organisational skills sufficient to: prioritise work tasks meet deadlines initiative and enterprise skills in the context of: finding creative solutions to sound-recording challenges demonstrating a precise attention to detail problem-solving and self-management skills sufficient to: apply critical-listening skills to sound recordings to identify faults in recording comply with on-set protocols work effectively under pressure technology skills sufficient to: use a variety of sound-recording equipment manage file structures to ensure compatibility with syncing and editing make regular backups
Required knowledge
roles and responsibilities of film and television production personnel on-set protocols well-developed understanding of how sound is used in film productions, including the interrelationship of dialogue, sound effects and musical elements well-developed understanding of sound post-production requirements principles and techniques of recordingsound for screen productions, including: picture and sound synchronisation creating a sense of audio continuity interaction with camera and lighting crew principles of sound, in particular direct versus reflected sound, sound perspective operational principles of microphones, including microphone placement operational/technical limitations of recording media acceptable compromises when it comes to the quality of captured sound potential for parallax errors when operating side-on to the sound source cues and how to respond to them recording formats and technical standards timecode levels and standards in analogue and digital applications issues and challenges that typically arise in the context of coordinating location sound recording OHS principles of safe listening, including safeguards against hearing loss relevant sections of the Safety Guidelines for the Entertainment Industry

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: plan sound-recording operations for screen productions monitor the quality of sound recording on location in line with production requirements work cooperatively in a team environment meet deadlines observe safety guidelines on set.
Context of and specific resources for assessment	Assessment must ensure: access to screen projects where dialogue and sound are being recorded access to industry-current sound equipment and accessories use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies to assess candidate's ability to deal with challenges that typically arise in the context of coordinating location sound recording evaluation of dialogue and sound recorded by and/or under the supervision of the candidate evaluation of work plans prepared by the candidate observation of candidate monitoring sound-recording operations on location written or oral questioning to test knowledge as listed in the required knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSSOU401A Record sound CUSSOU406A Record sound on location.

Range Statement

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.
Relevant personnel may include:	director producer director of photography production manager first assistant director (1st AD) sound supervisor sound designer sound recordist boom operator sound engineer performer actor camera operator lighting crew art department wardrobe department make-up artist.
Documentation may include:	production schedules budgets scripts storyboards shot lists.
Equipment and accessories may include:	hard disk recorders headphones batteries microphones, including: dynamic condenser radio omnidirectional cardioid hyper-cardioid figure of eight shotgun microphone accessories, including: tripod windscreens boom pole, including: aluminium carbon fibre fisher hand-held perambulator remote panner cables, including: balanced unbalanced cable extensions clips connectors, including: female male XLR housing pop filters shock mounts stands, including: desk floor gooseneck amplifiers mixers speakers.
Productions may include:	feature films documentaries short films and videos animation corporate videos training films and videos drama programs variety and lifestyle programs news and current affairs music videos recordings of live productions commercials print advertisements.
Consumables may include:	CDs DVDs memory cards batteries masking tape, marker pens and labels cue sheets.
Post-production requirements may include:	sync FX location sound (atmos) additional dialogue file management systems.
Positioning may involve:	ensuring that boom and microphone are out of the frame of the camera placing boom and microphone overhead miking from below mounting boom and microphone on a dolly determining movement of boom and microphone during recording of shots ensuring that position of the microphone, mounts, their shadows and reflections are as unobtrusive as possible ensuring that extraneous and unwanted noises are not captured ensuring that boom and microphone are not safety hazards placing multiple microphones in different positions to capture sound perspective of effects being recorded.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU501A Develop sound designs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop sound designs from production briefs. Thorough understanding of the physical nature of sound is essential, along with research and creative-thinking skills to develop a range of options in response to design briefs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Sound designers apply the skills and knowledge described in this unit. They work in live theatre, film, television and radio and are responsible for collaborating with other creative personnel to develop the overall sound or musical identity of productions. Skills associated with managing the process of sound design are covered in: CUSSOU601A Manage production of sound designs.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Interpret and confirm sound design briefs	1. Participate in preliminary concept meetings with relevant personnel to discuss creative and technical sound requirements of productions 2. Continue liaison with relevant personnel until all sound requirements have been confirmed in the context of overall production requirements 3. Identify and confirm additional personnel needed to fulfil the sound design brief
Break down components of sound design briefs	4. Identify and document the sound sources specified in the design brief to determine the content, quality and duration of the required sound components 5. Determine and where necessary document the creative and resource requirements for each sound component 6. Confirm and document the role of personnel required for the process of developing sound design projects
Experiment with sound components to express ideas	7. Cultivate and create an energy and environment that will promote the generation of ideas among team members and provide the motivation and incentive to bring ideas to fruition 8. Gather information from a variety of sources and generate, explore and record a range of ideas and options as a creative base for developing the required sound design 9. Transform and manipulate the ideas generated and select those ideas that have the most potential for technical and creative development of the required sound design
Assess creative ideas	10. Contemplate and consider the ideas selected from the creative base, reflecting on and evaluating their viability, cost, technical feasibility and suitability to meet the requirements of the design brief 11. Continuously evaluate and verify creative ideas for the components of the design brief based on the overall sound design concept
Design sound elements	12. Develop sound design concepts taking into consideration the brief and the ideas generated 13. Determine the relevant sound components required to implement the sound design in line with creative and technical requirements 14. Establish a clear relationship between the use and integration of sound components and the function, context and objectives of the work to determine the sound design 15. As required, hold ongoing discussions with relevant personnel to consider, confirm and incorporate additional or changed production requirements and new ideas to achieve best sound design concept 16. Present the sound design in a specification that best conveys the concept to relevant personnel, including those responsible for implementing the design 17. Confirm final design concept with relevant personnel to ensure that implementation is consistent with the design and that potential difficulties are addressed
Evaluate completed sound designs	18. Discuss and obtain agreement from relevant personnel on evaluation techniques to evaluate the completed sound design 19. Focus the evaluation on whether the sound design meets all aspects of the design brief, and on the viability of the implementation plan 20. Obtain detailed information and opinions from legitimate sources and document results for evaluation 21. Communicate results of evaluation to relevant personnel and use results to improve future practice

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research skills sufficient to locate and use relevant sources of sound and information to respond to creative requirements of sound design briefs communication and literacy skills sufficient to: read and interpret design briefs write reports documenting the design concept evaluation develop sound design concept specifications initiative, enterprise and creative skills sufficient to: listen critically toand continuously evaluate aspects of sound to fulfil and exceed the requirements of sound briefs interpret music appropriately to ensure a sympathetic and appropriate approach to sound production think laterally when developing concepts shape music and sound imaginatively communicate the production vision and concept within the constraints of production requirements problem-solving, planning and organisational skills sufficient to: prioritise work tasks meet deadlines build contingencies into sound designs provide appropriate and timely documentation teamwork skills sufficient to work cooperatively with and provide leadership to personnel involved in sound design and implementation technology skills sufficient to work with a variety of sound recording, production and playback equipment
Required knowledge
well-developed understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound studio and control room design ergonomics techniques for developing concepts and enhancing innovation, such as brainstorming andmind mapping techniques for conducting evaluations of concept designs industry knowledge, including: musical styles, forms, elements, systems, practices and customs styles of musical interpretation and sound production relevant musical terminology varied characteristics of sound in a range of recording and performance environments physics and physical nature of sound copyright legislation and permissions issues and challenges that typically arise in the context of developing sound designs OHS principles of safe listening, including safeguards against hearing loss

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: develop at least threesound designs that: fulfil the requirements of design briefs combine a mix of sound sources developspecifications that clearly communicate sound design concepts to relevant personnel work effectively as a member of a sound design team.
Context of and specific resources for assessment	Assessment must ensure: access to a range of industry-current equipment as listed in the range statement access to sound briefs for a range of productions use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: evaluation of sound designs documented by the candidate and of their quality in terms of meeting creative briefs written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies to assess ability to develop sound designs for different types of productions or events observation or recordings of team meetings where the candidate is presenting and seeking feedback on sound design concepts.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSSOU503A Implement sound designs CUSSOU504ACreate a final sound balance.

Range Statement

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.
Relevant personnel may include:	clients artists, musicians and performers audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel post-production editors foldback mixers front-of-house mixers recordists re-recording mixers audio stagehands broadcasters broadcast engineers directors producers photographers program managers stage managers floor managers film/video crew.
Productions may include:	live performance or event commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer radio broadcast short film and/or video television program training film and/or video voice-over.
Production requirements may include:	technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
Sound sources may include:	dialogue and voice-overs special effects music walla ambient sound atmospheric sound foley.
Documentation may include:	pre-mix scripts mixing sheets track sheets de-noising documents cue sheets dubbing sheets queries notes manuals.
Specifications may include:	dubbing charts cue sheets scripts storyboards scores oral descriptions recording formats.
Evaluation techniques may include:	interviews surveys questionnaires focus groups demographic data feedback reviews evaluation may include: clients stakeholders audience project personnel specialists.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU502A Produce sound recordings

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to produce a musical recording. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Music producers and sound engineers apply the skills and knowledge described in this unit. They are responsible for working collaboratively and creatively with artists and performers to produce musical recordings which can be distributed through record companies and in a range of media, such as television, film, video and the internet. Even though their particular focus is on performers and their skills to produce a creative work, they are responsible also for the quality and balance of the final recording. In addition, they need a range of musical, technical, personal, business and management skills. Skills associated with managing the process of sound recordings are covered in: CUSSOU602A Manage production of sound recordings.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Confirm concept for recording project	1. Apply knowledge of commercial music trends, market niches, new musical styles and artists to develop the musical vision and concept for a recording project 2. Establish and discuss production requirements with relevant personnel 3. Apply musicianship knowledge and awareness of sound design possibilities to develop the underlying artistic style and creative concept for the recording 4. Discuss and confirm vision for sound concepts with relevant personnel to achieve consensus on artistic values and agreed project outcomes 5. Address copyright requirements to ensure that the recording process and product comply with legislation
Confirm recording project arrangements	6. Confirm repertoire, artists, project vision and operational details in consultation with relevant personnel 7. In collaboration with artists, ensure that adequate time and facilities are provided to achieve the agreed performance standard within time and budget constraints 8. Plan and agree on communication processes and time schedules with artists and technical production personnel 9. Ensure that time schedules are drawn up and distributed to each artist for all proposed rehearsal and recording sessions 10. Liaise with technical staff regarding appropriate recording sites
Manage recording sessions	11. Confirm that sessions are scheduled to allow adequate rehearsal and sound testing prior to main recording sessions 12. Ensure recording site, sound equipment and recording formats are appropriate for the media and project requirements 13. Communicate criticism of performers' work in a balanced, constructive and supportive manner that includes positive and achievable options for meeting desired artistic goals 14. Ensure that individual perspectives are considered and conflicting requirements are recognised and constructively negotiated 15. Continuously monitor all aspects of the recording and ensure that any necessary adjustments are made in line with creative and technical requirements 16. Collaborate with relevant personnel to ensure that sound balances are artistically appropriate
Evaluate the recording process and product	17. Discuss and obtain agreement on evaluation techniques for evaluating the recording process and completed product 18. Seek and obtain feedback from relevant personnel to assess the recording process and product 19. Evaluate own role in the production of recordings and note areas for improvement 20. Use evaluation results to improve future practice

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: interpret and clarify written proposals and creative briefs understand artists' requirements work effectively with artists and sound engineers work constructively with group dynamics identify and deal effectively with conflict direct and monitor the work of others listening skills sufficient to: use aural imagination to develop coherent and innovative artistic sound outcomes within the scope of planned artistic and commercial objectives discriminate and enhance texture and tone colour in line with objectives understand appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound listen critically to the creative and technical work of others listen critically to and adjust performance of others to achieve the required sound continuously evaluate and adjust the production of musical work planning and organisational skills sufficient to: clarify roles work within budgets and timeframes plan recording projects use time-management strategies to set priorities develop systems for required documentation initiative, enterprise and creative skills sufficient to: demonstrate artistic leadership use innovative approaches to recording to enhance the interpretation and performance of music or to create new possibilities through artistic and technical effects interpret music appropriately to ensure a sympathetic and appropriate approach to sound production technical skills sufficient to apply knowledge of acoustics: in sound production to recording projects to instruments/voices in placements and settings for sound balance in recording
Required knowledge
well-developed understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound studio and control room design ergonomics industry knowledge, including: varied characteristics of sound in a range of recording and performance environments musical repertoire, styles, forms, systems, practices and customs appropriate styles of musical interpretation and sound production relevant musical terminology features and characteristics of a range of instruments performance customs of music genres relevant to selected area of music recording copyright law and permissions issues and challenges that arise in the context of producing musical recordings sound understanding of recording techniques, such as: microphone and instrument/voice placement application of effects mixing sound sources issues and challenges that typically arise in the context of producing sound recordings OHS principles of safe listening, including safeguards against hearing loss

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: produce at least two sound recordings that demonstrate: well-developed critical-listening and aural-discrimination skills a creative and appropriate musical concept that demonstrates knowledge of musicianship, repertoire, recording techniques and an awareness of sound design possibilities work creatively, collaboratively and constructively with performers to produce a sound recording.
Context of and specific resources for assessment	Assessment must ensure: access to: relevant instruments and equipment scores, charts or other written music resources participants, such as performers and technical crew appropriate recording facilities with adequate space and acoustic qualities use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: observation of a recording session where the candidate is the producer written or oral questioning to test knowledge as listed in the required knowledge section of this unit authenticated musical recordings where the candidate was the producer authenticated samples of project plans prepared by the candidate case studies and scenarios as a basis for discussion about issues and challenges that arise in the context of producing musical recordings.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBPMG510A Manage projects CUFCMP501A Manage and exploit copyright arrangements CUSSOU504A Create a final sound balance CUSSOU603AManage production of sound recordings.

Range Statement

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.
Recording projects may be for:	solo artists solo artists with backing groups/ensembles vocal vocal and instrumental instrumental, acoustic and/or electronic.
Production requirements may include:	technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
Relevant personnel may include:	clients artists, musicians and performers directors producers post-production personnel program managers sound designers and editors video and sound recorders audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel recordists re-recording mixers broadcasters broadcast engineers.
Copyright requirements may include:	provisions of current Copyright Act copyright permission procedures attribution moral rights and performer's rights negotiating with copyright organisations, such as: owners of copyright: publishers, composers, etc. Australasian Performing Rights Association (APRA) Phonographic Performance Company of Australia Limited (PPCA) Australasian Mechanical Copyright Owners Society (AMCOS) Copyright Agency Limited (CAL) archives.
Recording site may include:	dubbing theatre on location, including interior and exterior outside broadcast post-production studio recording studio sound stage.
Sound equipment and accessories may include:	amplifiers analogue to digital converters cables compact disc (CD) and digital versatile disc (DVD) players and burners computer technology and associated software recording devices: hard disk recorder, e.g. digital audio workstation (DAW) digital audiotape recorder, e.g. S-DAT and R-DAT digital videotape recorder (DVTR) mini disc recorder (MD) modular digital multi-track recorder (MDM) digital audio players, such as: iPod MP3 headphones microphones and accessories mixing consoles and desks monitors and speakers signal processors and plug-ins.
Formats may include:	quarter inch audiotape WAV AIFF Apple Lossless WMA MP3 Vorbis ATRAC AAC.
Media may include:	radio video CD DVD computer hard drive internet mobile device film.
Evaluation techniques may include:	interviews surveys questionnaires focus groups demographic data feedback reviews evaluation may include: clients record companies stakeholders audience project personnel specialists.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU503A Implement sound designs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to implement sound designs. Thorough understanding of a wide range of sound equipment and sound effects is required, along with the ability to supervise others, including sound mixers, sound editors and other studio technicians. The ability to solve problems that arise in the context of implementing sound designs is essential. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Sound engineers or producers apply the skills and knowledge described in this unit. They work in live theatre, film, television and radio and are responsible for collaborating with other creative and technical personnel to implement sound designs. Skills associated with managing the process of sound design are covered in: CUSSOU601A Manage production of sound designs.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Confirm sound-design specifications	1. In consultation with relevant personnel confirm sound-design specifications, ensuring that they meet production requirements 2. Identify and confirm personnel needed to meet production briefs 3. Confirm requirements with regard to content, quality and duration of sound components 4. Identify and meet copyright requirements 5. Hold ongoing discussions with relevant personnel to consider, confirm and incorporate additional or changed production requirements and new ideas as required
Oversee the sound-production process	6. Devise and/or obtain sound components to meet creative and technical requirements according to sound-design specifications 7. Ensure that sound effects are recorded as required 8. Ensure that the manipulation of sound components achieves the desired sonic finish and style 9. Identify any changes to sound components in conjunction with relevant personnel 10. Obtain feedback from relevant personnel about work in progress and modify as required 11. Provide direction, advice and assistance to technical staff as required 12. Ensure that the final product is delivered in the required format for playback media 13. Make backup copies of recordings in line with enterprise procedures
Finalise operations	14. Ensure that documentation is prepared and updated as required 15. Ensure that recorded masters, version copies and backups are logged, labelled and stored in a secure and safe place 16. In consultation with relevant personnel, identify aspects of sound-design implementation that worked well and those that could be improved 17. Evaluate own role in operations and note areas for improvement 18. Provide feedback to team members on their performance as required 19. Document evaluation of operations in line with enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to: read and interpret sound design concept specifications write reports documenting the evaluation of the sound-design implementation initiative, enterprise and creativity in the context of: listening critically to sound recordings and continuously evaluating and adjusting the sound balance using aural imagination to develop coherent and innovative artistic sound outcomes within the scope of productions accurately identifying and enhancing the characteristics of sound sources listening critically to the creative and technical work of others communication skills sufficient to: communicate the production vision and concept within the constraints of production requirements provide feedback to recording personnel on appropriate recording and production techniques clearly explain/offer suitable alternatives when production recording difficulties cannot be resolved within operational constraints planning and organisational skills sufficient to prioritise work tasksand meet deadlines problem-solving skills sufficient to promptly and effectively rectify performance, performance environment and other technical issues that may affect the implementation of sound-design specifications teamwork skills sufficient to work cooperatively with and provide leadership to personnel involved in sound-design implementation technology skills sufficient to work with a variety of sound recording, production and playback equipment self-management skills sufficient toprovide appropriate and timely documentation
Required knowledge
well-developed understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound studio and control room design ergonomics industry knowledge, including: varied characteristics of sound in a range of recording and performance environments operational knowledge of a range of sound recording, production and playback equipment understanding compatibility in mono, stereo or multi-channel systems principles and techniques involved in achieving a simultaneous balance computer technologies relevant to sound production copyright legislation and permissions styles of musical interpretation and sound production relevant musical terminology well-developed knowledge of recording techniques, such as: microphone and instrument/voice placement application of special effects mixing sound sources issues and challenges that typically arise in the context of implementing sound designs OHS principles of safe listening, including safeguards against hearing loss

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: implement sound designs on at least two occasions that creatively and technically meet sound-design specifications work creatively and collaboratively with others on implementing sound designs.
Context of and specific resources for assessment	Assessment must ensure: access to productions that require the implementation of sound designs use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: evaluation of soundaspects of productions implemented by candidate and of their quality in terms of meeting specifications written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies to assess ability to implementsound designs for different types of productions or events authenticated recordings of productions where the candidate implemented sound designs.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFCMP501A Manage and exploit copyright arrangements CUSSOU401A Record sound CUSSOU407A Coordinate location sound recording CUSSOU501A Develop sound designs CUSSOU504A Create a final sound balance.

Range Statement

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.
Relevant personnel may include:	clients artists, musicians and performers directors producers post-production personnel program managers sound designers and editors video and sound recorders audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel post-production editors foldback mixers front-of-house mixers recordists re-recording mixers audio stagehands broadcasters broadcast engineers stage managers floor managers film/video crew.
Production requirements may include:	technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
Productions may include:	live performance or event commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer radio broadcast short film and/or video television program training film and/or video voice-over.
Sound components are sound sources specified in designs and may include:	dialogues and voice-overs special effects music walla ambient sound atmospheric sound foley.
Copyright requirements may include:	provisions of current Copyright Act copyright permission procedures attribution moral rights and performer's rights negotiating with copyright organisations, such as: owners of copyright, e.g. publishers, composers Australasian Performing Rights Association (APRA) Phonographic Performance Company of Australia Limited (PPCA) Australasian Mechanical Copyright Owners Society (AMCOS) Copyright Agency Limited (CAL) archives.
Specifications may include:	dubbing charts cue sheets scripts storyboards scores oral descriptions recording formats.
Formats may include:	quarter inch audiotape WAV AIFF Apple Lossless WMA MP3 Vorbis ATRAC AAC.
Media may include:	radio video CD DVD computer hard drive internet mobile device film.
Documentation may include:	pre-mix scripts mixing sheets track sheets de-noising documents cue sheets dubbing sheets queries notes manuals.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU504A Create a final sound balance

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create a final sound balance for a production. Thorough understanding of a wide range of sound equipment and techniques for mixing and recording sound is required, along with the ability to supervise others, including engineers, sound mixers, sound editors and other studio technicians. The ability to solve problems that arise in the context of creating a final sound balance is essential. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Sound producers apply the skills and knowledge described in this unit. They work in live theatre, film, television and radio and are responsible for collaborating with other creative and technical personnel to create a final sound balance. Productions may be recorded or produced live.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Assess sound sources for simultaneous balance	1. Assess the compatibility of sound sources for productions 2. Discuss creative possibilities for achieving the simultaneous balance with relevant personnel 3. Propose options for meeting production requirements to relevant personnel as required 4. Collaborate effectively with others during the assessment process
Identify creative and artistic possibilities	5. Explore creative possibilities of sound sources and seek agreement on best options with relevant personnel 6. Take account of relevant information contained in production documentation when developing options 7. In consultation with relevant personnel ensure that the position and blend of sound sources meet artistic/creative requirements
Direct the final mix	8. Ensure that the relative levels of sound sources conform to loudness parameters 9. Ensure that transitions between sound sources are technically accurate and artistically appropriate 10. Adapt and adjust balance techniques to meet production requirements 11. Confirm that the sound balance and characteristics of sound are artistically and technically appropriate 12. Identify and remedy problems promptly as required to minimise disruption to the production process 13. Ensure that the level of the composite signal is within technical limits and the desired dynamic range 14. Work sensitively and constructively with relevant personnel to achieve best production outcomes 15. Apply critical listening throughout production to ensure that sound quality meets production requirements 16. Complete all work to meet production requirements and ensure that the work environment is cleaned and ready for the next user
Evaluate completed audio master	17. In consultation with relevant personnel identify aspects of the process of creating the final sound balance that worked well and those that could be improved 18. Evaluate own role in operations and note areas for improvement 19. Provide feedback to team members on their performance as required 20. Document evaluation of operations in line with enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills sufficient to: read and interpret recording documentation write reports documenting the production process initiative, enterprise and creativity in the context of: listening critically to continuously evaluate and adjust the sound balance using aural imagination to develop coherent and innovative artistic sound outcomes within the scope of productions accurately identifying and enhancing the characteristics of sound sources listening critically to the creative and technical work of others communication skills sufficient to: communicate the production vision and concept within the constraints of the production requirements provide feedback to recording personnel on appropriate recording and production techniques clearly explain/offer suitable alternatives when production recording difficulties cannot be resolved within operational constraints planning and organisational skills sufficient to prioritise work tasksand meet deadlines problem-solving skills sufficient to promptly and effectively rectify performance, performance environment and other technical issues that may affect the achievement of a simultaneous sound balance teamwork skills sufficient to work cooperatively with and provide leadership to personnel involved in creating the final sound balance technology skills sufficient to work with a variety of sound recording, production and playback equipment self-management skills sufficient toprovide appropriate and timely documentation
Required knowledge
well-developed understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound studio and control room design ergonomics industry knowledge, including: varied characteristics of sound in a range of recording and performance environments operational knowledge of a range of sound recording, production and playback equipment understanding compatibility in mono, stereo or multi-channel systems principles and techniques involved in achieving a simultaneous balance computer technologies relevant to sound production styles of musical interpretation and sound production relevant musical terminology well-developed knowledge of recording techniques, such as: microphone and instrument/voice placement application of special effects mixing sound sources issues and challenges that typically arise in the context of creating a final sound balance OHS principles of safe listening, including safeguards against hearing loss

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: create final sound balances on at least two occasions that: demonstrate well-developed critical-listening and aural-discrimination skills meet creative and artistic requirements work creatively, collaboratively and constructivelyin a team environment, including providing leadership to others.
Context of and specific resources for assessment	Assessment must ensure: access to a range of industry-current equipment as listed in the range statement access to a range of productions use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: evaluation of final sound balances created by candidate and of their quality in terms of meeting specifications written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies to assess ability to create final sound balances for different types of productions or events authenticated recordings of productions where the candidate created the final sound balance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSSOU401A Record sound CUSSOU403A Perform advanced sound editing CUSSOU405A Mix recorded music CUSSOU501ADevelop sound designs CUSSOU503AImplement sound designs.

Range Statement

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.
Sound sources may include:	dialogues and voice-overs additional dialogue recording (ADR) special effects music walla ambient sound atmospheric sound foley.
Productions may include:	live performance or event commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer musical theatre dance radio broadcast short film and/or video television program training film and/or video voice-over.
Relevant personnel may include:	clients artists, musicians and performers directors producers post-production personnel program managers sound designers and editors video and sound recorders audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel post-production editors foldback mixers front-of-house mixers recordists re-recording mixers audio stagehands broadcasters broadcast engineers stage managers floor managers film/video crew.
Production requirements may include:	technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
Documentation may include:	pre-mix scripts mixing sheets track sheets cue sheets dubbing sheets queries notes manuals.
Characteristics of sound may include:	level frequency mono/stereo/5.1 surround sound spatial position/image balance tonal quality perspective acoustic dynamic range.
Work environment may include:	dubbing theatre on location, including interior and exterior outside broadcast post-production studio recording studio sound stage.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU505A Compile music for soundtracks

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to integrate musical elements into soundtracks for screen productions. An excellent ear for music and a broad knowledge of music styles are essential, along with good interpersonal communication skills, since music editors are sometimes called upon to help smooth out differences between composers and directors. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Music editors apply the skills and knowledge described in this unit. They work collaboratively with composers, music supervisors, screen producers and/or directors on the selection, production and recording of music for soundtracks for screen productions. At a production level, they are responsible for matching and synchronising music components.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Confirm scope of soundtrack project	1. Liaise with relevant personnel to confirm production values and expectations in relation to the soundtrack 2. Confirm role of all personnel involved in compiling the soundtrack for a production, including own role 3. Identify factors that may affect the compilation of the soundtrack and plan own work accordingly
Determine technical and musical requirements	4. Confirm studio arrangements to ensure that all resources are sufficient to meet agreed technical requirements 5. Obtain a shot list and music components for the soundtrack and map musical events and duration to film shots 6. Assess whether any specific equipment is needed to produce required music score in line with the shot list 7. Ensure that required equipment is available on time to meet production requirements 8. Check which music components are live and which are to come from other sources and ensure that all components will be available in line with production schedules
Compile soundtracks for moving image sequences	9. Determine moving image sequences that require theme, incidental or other music 10. Establish routines with the director and film editor for viewing, assessing and discussing shot material 11. Source, secure and prepare music components for the soundtrack ensuring that copyright requirements are met 12. Monitor the acoustic quality of the soundtrack to consistently achieve the required sound 13. Incorporate feedback from others on work in progress as required
Synchronise music components of soundtracks to moving image sequences	14. Identify and observe correct frame rate for video or film to ensure synchronisation between sound and images 15. Match music components to screen images or sequences 16. Confirm with relevant personnel that the quality of music/sound components aligns with overall production concept and style 17. Modify settings or sound quality of musical components in soundtracks according to feedback and other sound elements as required 18. Ensure the integrity of timing, sequencing, sound quality and integration with other elements of soundtracks 19. Present completed soundtrack to relevant personnel in line with production requirements
Evaluate work	20. In consultation with relevant personnel identify aspects of the process of compiling music for a soundtrack that worked well and those that could be improved 21. Evaluate the quality and success of the music soundtrack in meeting production requirements and planned outcomes 22. Evaluate own role in operations and note areas for improvement 23. Compare work against previous compositions to assess innovation and the development of techniques and ideas 24. Provide feedback to team members on their performance as required 25. Document evaluation of operations in line with enterprise procedures and use results of evaluation to improve own work practices

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research skills sufficient to locate musical components for soundtracks literacy skills sufficient to: read and interpret design briefs follow a full notated music score listening and technical skills sufficient to: make music sequencing decisions based on timeframes and beats discriminate sound texture and colour sequence sound in time with pictures for appropriate textures, harmonies, duration and dynamics at each required point ensure soundtrack quality use sound effects and sound samples in compiling soundtrack operate industry-standard sound editing and synchronisation software communication and teamwork skills sufficient to: work cooperatively with composers, directors, producers and other artists work effectively in a production team initiative, enterprise and creativity in the context of: matching the most appropriate musicto screen images in line with overall artistic vision of productions using innovative approaches to meet soundtrackrequirements listening critically to continuously evaluate and adjust the sound balance listening critically to the creative and technical work of others planning and organisational skills sufficient to: work within established budgets and timeframes to achieve planned outcomes demonstrate reliability in all agreed work commitments use time-management strategies to set priorities self-management skills sufficient to: meet deadlines provide appropriate and timely documentation
Required knowledge
well-developed understanding of: principles and techniques involved in compiling music for soundtracks computer technologies relevant to compiling music for soundtracks film-making aesthetics, processes and technologies issues and challenges that typically arise in the context of compiling music for soundtracks music knowledge, including: musical styles musical concepts and ideas in the context of compiling music for soundtracks typical formats for musical plans relevant musical terminology copyright law and permissions OHS principles of safe listening, including safeguards against hearing loss

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: compile at least three music soundtracks that: demonstrate well-developed critical-listening and aural-discrimination skills meet creative and artistic requirements meet technical requirements for screen soundtracks work creatively, collaboratively and constructively in a team environment.
Context of and specific resources for assessment	Assessment must ensure: access to a range of industry-current equipment as listed in the range statement access to productions that require music soundtracks use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: evaluation of the quality of music soundtracks compiled by candidate in terms of meeting artistic and technical requirements written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies or scenarios to discuss issues, methods and strategies in compiling music soundtracks for screen productions authenticated recordings of productions where the candidate compiled the music soundtrack.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFCMP501A Manage and exploit copyright arrangements CUFIND401A Provide services on a freelance basis CUSMCP501A Compose music using electronic media CUSMCP502A Compose music for screen.

Range Statement

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.
Relevant personnel may include:	client musician performer composer musical assistant music mixer music supervisor effects editor effects mixer recordist re-recording mixer audio operators and dubbing machine operator audio and sound engineer broadcaster director producer post-production editor program manager sound designer.
Production values may include:	artistic style and quality overall sound quality aligned with production vision performance quality manifested in recordings position and blend of sound sources relative levels of sound sources transitions between sound sources overall sound balance clarity of sound colour of sound sound textures timbre orchestration attack articulation dynamics melody and harmony mood/phrasing and expression.
Productions may include:	feature films documentaries animated productions short films commercials filmed events or performances music videos television productions of any type.
Factors may include:	design briefs available personnel number of people required to complete task recording requirements available resources communication requirements production values available budget provision of a quote for services complexity of soundtrack intellectual property production schedules technical considerations timelines.
Technical requirements may include:	working sympathetically with musical elements in productions coordinating performances of music to be included in a soundtrack sourcing additional sound and effects recording a range of different types of instruments from live and synthesised sources plotting sound to picture sequencing prescoring animatics voice-over.
Equipment may include:	music-recording equipment MIDI electronic hardware and software for generating or orchestrating music timecode systems preamp, signal processor and compressor mixers sequencers DAT special effects devices.
Production requirements may include:	technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
Music components may include:	original music scored for screen productions music tracks music sequences samples themes temp tracks incidental music.
Copyright requirements may include:	provisions of current Copyright Act copyright permission procedures attribution moral rights and performer's rights negotiating with copyright organisations, such as: owners of copyright: publishers, composers, etc. Australasian Performing Rights Association (APRA) Phonographic Performance Company of Australia Limited (PPCA) Australasian Mechanical Copyright Owners Society (AMCOS) Copyright Agency Limited (CAL) archives.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU601A Manage production of sound designs

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage the production of a sound design project. Well-developed planning and organisational skills are required, along with an ability to work collaboratively and creatively in a leadership role with those who contribute to the production of sound designs, e.g. artists, performers, producers and sound engineers. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Production administrators, executive producers or project managers apply the skills and knowledge described in this unit. They are responsible for managing the production of sound designs, including planning and monitoring the production, engaging specialists where required and overseeing and evaluating sound aspects of productions. They could be working in the live entertainment or screen production industries.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify sound design brief	1. Participate in preliminary concept meetings with relevant personnel to discuss sound-design specifications for productions 2. Read and interpret sound-design specifications to determine and confirm production requirements 3. Identify and confirm personnel required for the production 4. Take account of financial and time constraints when planning production of sound designs 5. Document all operational requirements needed for the production of sound designs
Plan the production of sound designs	6. Secure the personnel, facilities and equipment needed in a timely fashion 7. Ensure that copyright requirements are met 8. Contract and brief personnel as required 9. Ensure that arrangements are in place for ongoing communication with sound designers and other relevant personnel so that artistic vision of sound designs can be achieved and resources are available when required 10. Anticipate issues that may arise during the production of sound designs and plan accordingly
Direct the production of sound designs	11. Source and obtain all sound components necessary to fulfil creative and technical requirements of production briefs 12. Comply with relevant OHS legislation and guidelines throughout all stages of productions 13. Direct the final mix, including recording, mixing and/or editing sound components to achieve the desired sonic finish/style and spatial placement 14. Obtain feedback from relevant personnel about the sound design and negotiate changes as required 15. Deal effectively and promptly with conflicts that arise and work towards solutions that cause least disruption to production schedules 16. Ensure that final mixdown is locked off and transferred to a suitable medium in line with production requirements 17. Ensure that backup copies are provided for relevant personnel in the required format 18. Maintain documentation as required through all stages of sound-design implementation
Finalise production of sound designs	19. Discuss and obtain agreement from relevant personnel about evaluation techniques 20. Focus evaluations on the design-production management process and document results 21. Evaluate own role in operations and note areas for improvement 22. Provide feedback to team members on their performance as required 23. Document evaluation of operations in line with enterprise procedures 24. Communicate results to relevant personnel and use results to improve future practice

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: interact effectively with people with diverse interests and needs show strong leadership qualities and work closely with team members conduct effective negotiations with a wide range of production personnel, external suppliers and service providers coordinate production meetings and brief staff to achieve required outcomes identify and deal positively and constructively with conflictin a timely and collaborative mannerto achieve best production outcomes well-developed planning and organisational skills sufficient to coordinate all aspects of managing the production of sound designs, including working within budgets well-developed project management skills covering both physical and human resources self-management skills sufficient to: work under pressure provide appropriate and timely documentation meet deadlines evaluate own performance initiative and flexibility when responding to unexpected changes in the production schedule or process literacy skills sufficient to interpret written instructions and to prepare progress and evaluation reports numeracy skills sufficient to interpret, monitor and adjust budgets and cost estimates
Required knowledge
meeting procedures and protocols as they relate to productions musical, artistic and technical elements associated with music productions and recordings well-developed understanding of: administrative procedures associated with managing a production content, format and timing of different types of documentation duty of care to colleagues and general public industry knowledge, including: structure of the relevant industry sector roles and responsibilities of personnel current industry practices, e.g. industrial awards, workers' compensation and contracts music and sound terminology sources of products, supplies and equipment impact of technology on production operations phases and practices in the production process issues and challenges that typically arise in the context of managing the production of sound designs OHS and public safety legislation and regulations as they apply to productions

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: demonstrate high-level management and communication skills as a team leader manage at a practical level the production of sound designs produce creative solutions within constraints of budgets and resources.
Context of and specific resources for assessment	Assessment must ensure: access to a range of industry-current equipment as listed in the range statement access to a range of productions use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: evaluation of sounddesigns, where the production was managed by candidate, and of their quality in terms of meeting specifications written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies to assess ability to manage the production ofsound designs for different types of productions or events observation or video/audio recordings of production meetings chaired by the candidate to assess team leading skills.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBFIM501A Manage budgets and financial plans BSBOHS509A Ensure a safe workplace BSBPMG510A Manage projects CUFCMP501A Manage and exploit copyright arrangements CUSSOU602A Manage production of sound recordings.

Range Statement

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.
Relevant personnel may include:	clients artists, musicians and performers program managers audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel post-production editors foldback mixers front-of-house mixers recordists re-recording mixers audio stagehands broadcasters broadcast engineers directors producers photographers program managers stage managers floor managers film/video crew.
Sound-design specifications may include:	dubbing charts cue sheets scripts storyboards scores oral descriptions recording formats.
Productions may include:	feature films and videos short films and videos documentaries drama programs variety programs news and current affairs commercials print advertisements talkback programs live events and performances music programs interactive games.
Production requirements may include:	technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
Documentation may include:	pre-mix scripts mixing sheets track sheets de-noising documents cue sheets dubbing sheets queries notes manuals.
Operational requirements may include:	sound materials sound sources facilities, equipment and personnel technical specifications schedules.
Facilities may include:	dubbing theatre on location, including interior and exterior outside broadcast post-production studio recording studio sound stage.
Equipment and accessories may include:	amplifiers analogue to digital converters cables compact disc (CD) and digital versatile disc (DVD) players and burners computer technology and associated software recording devices: hard disk recorder, e.g. digital audio workstation (DAW) mini disc recorder (MD) modular digital multi-track recorder (MDM) digital audio players, such as: iPod MP3 headphones microphones and accessories mixing consoles monitors and speakers signal processors and plug-ins.
Copyright requirements may include:	provisions of current Copyright Act copyright permission procedures attribution moral rights and performers' rights negotiating with copyright organisations, such as: owners of copyright: publishers, composers, etc. Australasian Performing Rights Association (APRA) Phonographic Performance Company of Australia Limited (PPCA) Australasian Mechanical Copyright Owners Society (AMCOS) Copyright Agency Limited (CAL) archives.
Sound components may include:	dialogue additional dialogue recording (ADR) music literal sound effects sound samples synthesised sound atmospheric sound ambient sound sound effects (FX) foley.
Media may include:	radio video CD DVD computer hard drive internet mobile device film.
Evaluation techniques may include:	interviews surveys questionnaires focus groups demographic data feedback reviews evaluation may include: clients stakeholders audience project personnel specialists.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUSSOU602A Manage production of sound recordings

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage the production of sound recordings. Well-developed planning and organisational skills are required, along with an ability to work collaboratively and creatively in a leadership role with those who contribute to the production of sound recordings, e.g. artists, performers, producers and sound specialists. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Production administrators, executive producers or project managers apply the skills and knowledge described in this unit. They are responsible for managing the production of sound recordings, including planning and monitoring rehearsals and recording sessions, engaging specialists where required and overseeing and evaluating the quality of finished recordings. They could be working in the live entertainment or screen production industries.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
Clarify sound-recording brief	1. Participate in production meetings with relevant personnel to confirm the vision, sound concepts, production values and expected outcomes for recording projects 2. Confirm production requirements 3. Finalise and confirm repertoire, artists and operational details for recording projects in consultation with relevant personnel
Organise resources	4. Identify and confirm production staff requirements and recruit personnel needed for recording projects 5. Ensure artists are secured, confirmed and contracted as required 6. Identify and secure appropriate venues and resources for rehearsal and recording sessions 7. Ensure that contracts required for staff and venues are finalised
Prepare for production of sound recordings	8. Ensure that arrangements are in place for ongoing communication with relevant personnel so that artistic vision can be achieved and resources are available when required 9. Ensure that accurate rehearsal and recording session schedules are drawn up and distributed to relevant personnel 10. Ensure that a project schedule for production meetings is finalised and distributed to each technical team member 11. Anticipate issues that may arise during the production of sound recordings and plan accordingly 12. Ensure that the technical team is fully briefed on operations, production values and contingency plans 13. Comply with relevant OHS, copyright and other legal requirements
Manage recording sessions	14. Ensure that communication in sessions and production meetings is comprehensive and constructive and that documentation is completed correctly 15. Ensure that all production resources and requirements are in place for recording sessions and other associated activities 16. Communicate systematically with the producer/director to verify and maintain the required production quality 17. Communicate with and direct production staff constructively and consistently through prerecording, recording and post-production to achieve agreed production values 18. Comply with agreed quality, time and budget constraints at all stages of the production
Maintain effective communication with production staff and artists	19. Ensure that agendas for production meetings are planned and circulated to all relevant parties in advance and that discussion of concerns is encouraged to establish and achieve planned artistic outcomes 20. Ensure that individual perspectives are considered and conflicting requirements are recognised and constructively negotiated 21. In collaboration with relevant personnel, ensure that the quality of musical and technical preparation is maintained throughout the production and take action as required
Manage post-production	22. Ensure that all components of post-production mix meet agreed production values 23. Facilitate continuing input from artists and director/producer into the post-production process and take remedial action as required 24. Ensure that the physical components of post-production are delivered correctly and in the required formats
Evaluate production of sound recordings	25. Discuss and obtain agreement from relevant personnel about evaluation techniques 26. Focus evaluations on the way the process of managing sound recordings was handled and document results 27. Evaluate own role in operations and note areas for improvement 28. Provide feedback to team members on their performance as required 29. Document evaluation of operations in line with enterprise procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills sufficient to: interact effectively with people with diverse interests and needs show strong leadership qualities and work closely with team members conduct effective negotiations with a wide range of production personnel, and external suppliers and service providers coordinate production meetings and brief staff to achieve required outcomes identify and deal positively and constructively with conflict in a timely and collaborative manner to achieve best production outcomes well-developed planning and organisational skills sufficient to coordinate all aspects of managing the production of sound recordings, including working within budgets well-developed project management skills covering both physical and human resources self-management skills sufficient to: work under pressure provide appropriate and timely documentation meet deadlines evaluate own performance initiative and flexibility when responding to unexpected changes in the production schedule or process literacy skills sufficient to interpret written instructions and to prepare progress and evaluation reports numeracy skills sufficient to interpret, monitor and adjust budgets and cost estimates
Required knowledge
meeting procedures and protocols as they relate to productions musical, artistic and technical elements associated with music productions and recordings well-developed understanding of: administrative procedures associated with managing the production of sound recordings content, format and timing of different types of documentation duty of care to colleagues and general public industry knowledge, including: structure of the relevant industry sector roles and responsibilities of personnel current industry practices, e.g. industrial awards, workers' compensation and contracts music and sound terminology sources of products, supplies and equipment impact of technology on production operations phases and practices in the production process issues and challenges that typically arise in the context of managing the production of sound recordings OHS and public safety legislation and regulations as they apply to sound-recording projects

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: demonstrate high-level management and communication skills as a team leader manage at a practical level the production of sound recordings to meet desired production values produce creative solutions within constraints of budgets and resources.
Context of and specific resources for assessment	Assessment must ensure: access to a range of industry-current equipment and facilities as listed in the range statement access to a range of recording projects use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: evaluation of soundrecordings, where the production was managed by candidate, and of their quality in terms of meeting specifications written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies to assess ability to manage the production ofsound recordings for different types of recording projects observation or video/audio recordings of production meetings chaired by the candidate to assess team leading skills.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBFIM501A Manage budgets and financial plans BSBOHS509A Ensure a safe workplace BSBPMG510A Manage projects CUFCMP501A Manage and exploit copyright arrangements CUSSOU601A Manage production of sound designs.

Range Statement

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.
Relevant personnel may include:	clients record companies artists, musicians and performers program managers audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel post-production editors foldback mixers front-of-house mixers recordists re-recording mixers audio stagehands broadcasters broadcast engineers directors producers photographers program managers stage managers floor managers film/video crew.
Production values may include:	artistic quality overall sound quality aligned with production vision performance quality manifested in the recording position and blend of sound sources relative levels of sound sources transitions between sound sources overall sound balance clarity of the sound colour of sound sound textures.
Recording projects may involve:	solo artists solo artists with backing groups/ensembles instrumental, acoustic and/or electronic vocal vocal and instrumental recording live performances.
Production requirements may include:	technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style.
Venues may include:	dubbing theatre on location, including interior and exterior outside broadcast post-production studio recording studio sound stage.
Copyright requirements may include:	provisions of current Copyright Act copyright permission procedures attribution moral rights and performer's rights negotiating with copyright organisations, such as: owners of copyright: publishers, composers, etc. Australasian Performing Rights Association (APRA) Phonographic Performance Company of Australia Limited (PPCA) Australasian Mechanical Copyright Owners Society (AMCOS) Copyright Agency Limited (CAL) archives.
Documentation may include:	pre-mix scripts mixing sheets track sheets de-noising documents cue sheets dubbing sheets queries notes manuals.
Formats may include:	quarter inch audiotape WAV AIFF Apple Lossless WMA MP3 Vorbis ATRAC AAC.
Evaluation techniques may include:	interviews surveys questionnaires focus groups demographic data feedback reviews evaluation may include: clients stakeholders audience project personnel specialists.

Unit Sector(s)

Unit sector

Competency field

Competency field	Media and entertainment production - audio/sound

Co-requisite units

Co-requisite units

CUVCOR02B Develop and articulate concept for own work

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	This unit underpins many specialisation units and combined assessment, and/or training with those units is highly recommended.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Develop concept.	1.1 Identify and collect relevant information from a range of sources. 1.2 Organise collected information in a way which assists in concept development. 1.3 Review collected information and select possible concepts for work. 1.4 Select final concept based on collected information and ideas and intentions for own work.
2 Articulate concept.	2.1 Choose a way of presenting the concept, based on nature of work and context for communication. 2.2 Provide clear information to others about the concept, including information and ideas used. 2.3 Seek feedback on concept and review feedback for inclusion.

Required Skills and Knowledge

Required Skills and knowledge
This section describes the skills and knowledge required for this unit.
Required skills: literacy skills sufficient to source, organise, and review a range of information for the development of the concept for own work.
Required knowledge: general knowledge of a range of sources of information to assist in the development of the concept for own work general knowledge of suitable communication methods to present the concept for own work overview knowledge of the elements and principles of design to assist in the development of the concept for own work general knowledge about other artists and concept development for their own work introductory knowledge about theoretical and historical contexts to assist in concept development for own work awareness of copyright, moral rights and intellectual property issues to assist in the development of the concept for own work.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: development of the concept through the process of collecting, organising and reviewing information to select final option for the concept effective communication with others about the development of the concept.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the development and presentation of a concept for a piece of work interaction and involvement with others to reflect the communication aspects of this unit.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of a presentation by the candidate written and/or verbal reports questioning and discussion about the candidate's intention and work outcome visual presentation, including diagrams, charts, slides, digital review of portfolios of evidence review of third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties e.g. speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials, resources and equipment needed to seek, organise and review information for the development of the concept for own work. It also requires access to appropriate resources suitable to present the concept for own work.

Range Statement

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.
Information sources may include:	books, magazines, poems direct observation of the natural or built environment family stories music and/or film/video myths and legends (including religious) oral history photographs and other artworks.
Organising information may include:	file (may be digital) scrap book of images written and/or visual diary.
The concept may include:	a relationship to a theoretical and historical context elements and principles of design the subject mater or theme for the work, e.g. the body; identity; land and place; political, cultural or social issues; spiritual concerns.
Reviewing collected information may involve:	aesthetic appeal cultural conventions and/or significance personal interest thinking beyond established boundaries.
A communication method may include:	oral (which may include song) visual and oral written written and visual.
The context for communication may relate to:	cultural issues surrounding presentation how the concept is being presented physical limitations the people to whom the concept is being presented why the concept is being presented.
Reviewing feedback may involve:	discussion with others making notes.

Unit Sector(s)

Not Applicable

CUVCOR08B Produce drawings to represent and communicate the concept

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	This unit has linkages to all specialisation units in the Visual Arts Craft and Design Training Package, and to units from other Training Packages.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Prepare to use a range of drawing techniques.	1.1 Identify suitable techniques to represent the concept. 1.2 Select tools and materials required for the identified techniques. 1.3 Consider presentation context for the drawings in selecting techniques, tools and materials.
2 Produce drawings.	2.1 Apply a range of techniques to explore ways of representing the concept. 2.2 Assess techniques and select those which best suit representation of the concept. 2.3 Draw the concept using selected techniques.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills: literacy skills sufficient to read product labels and instructions numeracy skills sufficient to deal with basic scaling and layout issues.
Required knowledge: general knowledge of the physical properties and capabilities of a range of commonly used drawing tools and materials general knowledge of different approaches to drawing and how other practitioners use drawing to represent the concept awareness of copyright, moral rights and intellectual property issues and legislation in relation to drawing overview knowledge of the elements and principles of design environmental and occupational health and safety issues associated with the tools and materials used for drawing.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: production of more than one drawing which demonstrate a command of the techniques and are appropriate for the presentation context.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills using a range of tools and materials to produce drawings which represent and communicate the concept.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of work in progress evaluation of drawings questioning and discussion of candidate's intentions and work verbal or written reports review of portfolios of evidence third party workplace reports of performance by the candidate.
Assessment of this unit requires access to the materials, resources and equipment needed to apply a number of drawing techniques.

Range Statement

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.
The concept may relate to an object or idea and may include:	crafted objects design concepts digital work installations movement sequence paintings or prints performance sculptures story, narrative technical solutions for a design or work.
Techniques may include:	digital drawing techniques integration of text and drawing linear marks of differing intensity and character linear marks to produce illusion of form in space linear perspective scaling techniques tonal range to produce illusion of form in space use of positive/negative space.
Materials may include:	a range of graphite pencils a range of papers bark/wood boards charcoal colour pencils crayons inks natural ochres pastels and chalks pigments solvents watercolour.
The presentation context may include:	design proposal proposal for product or work development proposals in response to a brief visualisation of a concept.
Equipment may include:	blades brushes digital technology drawing and design applications measuring tools printer rags scanner sponges sticks.

Unit Sector(s)

Not Applicable

CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	This unit has linkages to all the specialisation units in the Visual Arts Craft and Design Training Package, and to units from other Training Packages.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Research suitable drawing techniques for representing the concept.	1.1 Identify appropriate sources of information relating to a range of techniques and materials and their application to the communication of a concept. 1.2 Systematically gather and organise the information. 1.3 Evaluate information in terms of the application of techniques and materials to the concept. 1.4 Select a range of possible techniques taking into account communication of the concept and the presentation context.
2 Determine purpose for drawings.	2.1 Identify purpose, scope and presentation context of drawing requirements. 2.2 Identify any technical requirements or specifications. 2.3 Select a range of possible techniques taking into account communication of the concept and the presentation context.
3 Explore drawing techniques and produce drawings.	3.1 Select appropriate materials and tools for drawing. 3.2 Draw the concept using the range of selected techniques. 3.3 Evaluate suitability of each technique in terms of its success in communicating the concept within the presentation context. 3.4 Select the drawing/s which best communicate/s the concept within the presentation context. 3.5 Prepare drawing/s for the identified presentation context.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills: literacy skills sufficient to read product safety labels and instructions and to prepare drawings for presentation numeracy skills sufficient to determine layout issues and to deal with scaling.
Required knowledge: physical properties and capabilities of a wide range of materials and tools used in drawing general knowledge of the elements and principles of design and their specific application to drawing general knowledge of different approaches to drawing and how other practitioners use drawing to represent the concept awareness of copyright, moral rights and intellectual property issues and legislation in relation to drawing environmental and occupational health and safety issues associated with the tools and materials used for drawing.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: production of a series of drawings which demonstrate a command of the selected techniques and which successfully communicate the concept.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills using selected tools and materials to produce and present drawings which represent and communicate the concept.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the production of drawings evaluation of drawings questioning and discussion about candidate's intentions and the work outcome verbal or written reports review of portfolios of evidence third party workplace reports of performances by the candidate.
Assessment of this unit requires access to the materials, resources and equipment needed to apply drawing techniques to represent and communicate the concept.

Range Statement

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.
The concept may relate to an object or idea and may include:	crafted objects design concepts digital work installations movement sequence paintings or prints performance sculptures story, narrative technical solutions for a work or design.
Sources of information may be:	catalogues colour charts and boards nature stories or narratives technical texts the work of other artists and designers.
Techniques may include:	digital drawing techniques integration of text and drawing linear marks of differing intensity and character linear marks to produce illusion of form in space linear perspective positive/negative space scaling techniques tonal range to produce illusion of form in space washes.
Materials may include:	a range of graphite pencils a range of papers bark/wood boards charcoal colour pencils crayons
inks natural ochres pastels and chalks pigments solvents watercolour.
The presentation context may include:	exhibition proposals grant applications projections proposals for product development proposals in response to a brief publications visualisation of a object, product or idea.
Preparing drawings for presentation may involve:	adding captions, text to drawings cleaning drawings mounting drawings preparing drawings for printing/reproducing scanning drawings and preparing them for electronic storage or transmissions.
The purpose and scope of the drawings:	relate to their presentation context.
Equipment may include:	air brush blades brushes computer digital camera drawing and design applications printer rags scanner sponges sticks.

Unit Sector(s)

Not Applicable

CUVCRS03B Produce computer-aided drawings

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	This unit has linkages to a wide range of other units in various Training Packages and combined assessment and/or training with those units would be appropriate.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Determine drawing requirements.	1.1 Review relevant documentation/concept information to determine requirements and processes based on project objectives and parameters. 1.2 Liaise with relevant colleagues to confirm and clarify requirements.
2 Select and set up CADD package.	2.1 Correctly identify required hardware, software, tools and equipment for the specific project. 2.2 Correctly set up hardware and software in accordance with operating instructions and organisational procedures. 2.3 Identify and retrieve digitised information relevant to the project.
3 Gather object parameters and/or measurements.	3.1 Accurately establish and record critical dimensions and data for the required design. 3.2 Correctly identify the requirements in relation to accuracy, tolerances and other critical information.
4 Prepare plots or drawings.	4.1 Correctly access and use CADD functions and features in accordance with operating instructions. 4.2 Correctly access and use peripheral equipment required for the project. 4.3 Prepare and review preliminary drawings in consultation with relevant colleagues.
5 Check drawings and save files.	5.1 Check designs against the project objectives and specifications in accordance with organisational procedures. 5.2 Identify and make required adjustments to designs based on review and consultation with relevant colleagues. 5.3 Store data files in accordance with operating instructions and organisational procedures.

Required Skills and Knowledge

Required Skills and knowledge
This section describes the skills and knowledge required for this unit.
Required skills: literacy skills sufficient to interpret and use digital information, including instructions required for the production of computer aided drawings numeracy skills sufficient for calculations and measurements required for the production of computer aided drawings.
Required knowledge: the ways in which CADD is used within a specific industry context basic principles of CADD typical features and functions of CADD programs, including drawing tools, view displays, edit functions, working with layers, plotting and printing occupational health and safety issues associated with the use of hardware and software awareness of copyright, moral rights and intellectual property issues and legislation associated with the use of CADD.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: ability to use the standard features and functions of a CADD program to produce drawings knowledge of CADD capabilities and uses in relation to the specific industry context.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills using an industry-current CADD program to develop drawings for a specific workplace purpose.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of drawings produced by the candidate oral or written questioning to assess knowledge of CADD features and functions review of portfolios of evidence third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties e.g. speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials resources and equipment needed to produce computer-aided drawings.

Range Statement

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.
Information required for the project may include:	creative objectives measurements/dimensions, e.g. objects, space relevant statutory requirements, e.g. safety scope for making adjustments technical objectives.
Computer-aided designs may be required for a large range of work situations and may include:	costume/fashion designs lighting plots object or product design room/site/stage layouts stage and set design visual art works and/or projects, e.g. community installations, public art, performance.
CADD functions and features to be used must include:	drawing tools (methods for drawing lines, arcs, polylines, texts, dimensions) edit functions plotting and printing view displays working with layers.
CADD functions and feature to be used may include:	3D techniques, e.g. entering coordinates, displaying 3D views how CADD works in an integrated environment isometrics and perspectives macros use of attributes to make project reports.
Peripheral equipment required for the project may include:	plotters printers scanners.

Unit Sector(s)

Not Applicable

CUVCRS04B Produce technical drawings

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	This unit has linkages to a wide range of other units in various Training Packages and combined assessment and/or training would be appropriate.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Determine technical drawing requirements.	1.1 Review relevant documentation/concept information to determine technical drawing requirements. 1.2 Where appropriate, liaise with relevant colleagues to confirm and clarify technical drawing requirements.
2 Select techniques.	2.1 Identify and select appropriate materials, tools and equipment suitable for technical drawing. 2.2 Safely follow procedures to test and practise a range of technical drawing techniques.
3 Produce technical drawings.	3.1 Select the most appropriate technical drawing technique for the work to be produced. 3.2 Select the materials, tools and equipment appropriate to the technique. 3.3 Use technical drawing techniques correctly to production drawings which are consistent with concept/purpose of the drawing.

Required Skills and Knowledge

Required Skills and knowledge
This section describes the skills and knowledge required for this unit.
Required skills: literacy skills sufficient to interpret material required to produce technical drawings numeracy skills sufficient for calculations and measurements required to produce technical drawings.
Required knowledge: physical properties and capabilities of the range of materials, tools and equipment used for technical drawing work knowledge about technical drawing techniques and their application to a range of contexts and subject matter technical drawing practices, their history and theory awareness of copyright, moral rights and intellectual property issues and legislation organisational and legislative occupational health and safety procedures in relation to technical drawing work.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: production of technical drawings which show a command of the selected techniques and meet the required purpose/objectives knowledge of technical drawing techniques and their application to specific contexts.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills using required materials, tools and equipment to produce technical drawings consistent with the concept/work requirements.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the drawing in progress evaluation of technical drawings produced by the candidate questioning and discussion of the candidate's intentions and work outcome review of portfolios of evidence third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials, resources and equipment needed to produce technical drawings.

Range Statement

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.
Technical drawings may be:	circuits diagrams elevations flow charts illustrations plans sections sketches.
Materials may include:	acetate sheets chalks drafting film erasers inks and wet mediums markers paper pencils
pens tape.
Tools and equipment may include:	computer, software applications cutting knives, scissors drafting instruments drafting table light box photo copier plotter printer rulers scanner templates.
Testing processes may involve:	exploring techniques and materials by making practice pieces, test pieces or samples.
Techniques may include:	computer-aided drawing drafting using drafting instruments drawing orthogonal projection drawing to represent scale, perspective, dimension, volume freehand drawing geometric drawing lettering rendering.
The concept for the technical drawing may encompass:	aesthetic considerations choice of technique and materials presentation context.
The subject matter or object to be represented may include:	architectural structure electronics furniture landscape scheme lighting and sound set ups mechanics objects and products theatre, film props theatre, film set.
Particular safety or environmental issues may include:	Federal, State and Territory legislation, regulations and standards personal protection.

Unit Sector(s)

Not Applicable

CUVCRS06B Make scale models

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	This unit has linkages to a wide range of other units in various Training Packages and combined assessment and/or training with those units would be appropriate.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Determine scale model requirements.	1.1 Review relevant specifications and/or concept information or brief to determine requirements. 1.2 Liaise with relevant colleagues to confirm and clarify requirements.
2 Organise resources for scale model making.	2.1 Select techniques for model making consistent with project objectives and parameters. 2.2 Correctly identify work space, equipment, tools and materials for the specific project. 2.3 Set up work space and select equipment, tools and materials in accordance with operating instructions and organisational procedures. 2.4 Prepare and care for resources in accordance with safety and organisational requirements. 2.5 Follow storage and inventory procedures in accordance with organisational requirements.
3 Make scale models.	3.1 Establish core dimensions consistent with the specifications. 3.2 Safely make preliminary models representing core dimensions. 3.3 Review preliminary models against project objectives and specifications and in consultation with relevant colleagues. 3.4 Identify and make required adjustments to models based on review and consultation with relevant colleagues. 3.5 Make models consistent with project objectives and parameters.
4 Present scale models.	4.1 Identify appropriate means of presentation. 4.2 Identify relevant colleagues for presentation. 4.3 Present and store models, taking account of the need for professional presentation and organisational requirements, including future needs for the models.

Required Skills and Knowledge

Required Skills and knowledge
This section describes the skills and knowledge required for this unit.
Required skills: literacy skills sufficient to interpret information including instructions/specifications/ the brief numeracy skills sufficient to interpret and correctly apply calculations and measurements required for the production of scale models.
Required knowledge: the ways in which scale model making is used with a specific industry context general knowledge/basic principles of model making detailed knowledge of physical properties and capabilities of the range of equipment, tools and materials used for scale model making work space requirements for the production of models, including set up of work space for particular types of scale model making work environmental issues associated with the equipment, tools and materials used in scale model making organisational and legislative occupational health and safety procedures in relation to scale model making awareness of copyright, moral rights and intellectual property issues and legislation associated with scale model making work.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: application of selected techniques to make models consistent with project objectives and parameters knowledge of the processes and techniques used for scale model making presentation techniques for models in a specific workplace context.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills using required materials, tools and equipment to make scale models for a specific workplace purpose.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the production of models evaluation of scale models made by the candidate oral or written questioning to assess knowledge of scale model-making techniques review of portfolios of evidence third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties e.g. speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials resources and equipment needed to make and present scale models.

Range Statement

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.
Specifications would be articulated in the brief and may refer to:	client needs dimensions purpose style.
In addition to measurements/ specifications, other information required for the project may include:	client's organisational background creative objectives including style considerations legal, contractual, ethical and copyright considerations relevant statutory requirements, e.g. health and safety considerations scope for making adjustments technical objectives.
The brief:	describes and specifies the work to be completed is usually prepared by a commissioning body or organisation, e.g. supervisor, client, community organisation is written diagrammatic, visual, verbal.
Techniques would depend on the project's objectives and parameters and may involve specialised techniques used for:	carpentry ceramics glass work lighting (laser, spot, ambient) modelling with flexible materials painting and other surface decoration projection the manufacture of form by: folding twisting hinging bending sculpture working with fibres/textiles.
Parameters may refer to:	cost, budgeting legal; contractual, ethical and copyright considerations materials requirements and availability requirements for development or building consent sponsorship technology timeframe
Work space needs may include:	drying space dust extraction lighting and power requirements location-specific requirements process-specific space needs ventilation wet and dry areas.
Tools and equipment may include:	brushes, spatulas, scrapers buckets, containers clamps hand and power tools (saws, drills, sanders, compressor) lighting (to test shadows, spotlights etc) pliers protective clothing shaping tools (surform blades, planers, carving tools) specialised equipment for ceramic work specialised equipment for sculpture work spray gun.
Materials may include:	clays coloured pencils, crayons, pastels, inks charcoal fibreglass foamcore, polystyrene found objects and/or materials glass laminates materials to represent a particular surfaces, e.g. rock, earth, water metals, e.g. sheet, wire
nails, screws, hooks, bolts natural and/or synthetic fibres, tape, string paper, cardboard, paper pulp perspex recycled materials resins, latex, rubber turps, other solvents and cleaning materials water and oil based paints, specialised metal and wood primers, extenders and binders waterproof lacquers wood and timber products, e.g. balsa wood, MDF board, wooden skewers.
Safety issues may include:	Federal, State and Territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Inventory procedures may involve:	files (including digital) product safety labels spreadsheet documentation written and visual documentation of manufacturers instructions.
Scale models may be required for a large range of work situations and may include:	event design foyer design lighting plots object or product design open space environment room/site/stage layouts stage and set design visual art works and/or projects, e.g. community installations, public art, performance.

Unit Sector(s)

Not Applicable

CUVDSP07B Research and apply techniques for graphic design

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	It is highly recommended that this unit be assessed with or after the following units: CUVDES05B Interpret and respond to a brief Core Design At least one of the drawing units relating to the representation of the concept.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Interpret the graphic design brief.	1.1 Correctly interpret the specifications of the brief. 1.2 Determine the user or client for the graphic design to inform design decisions. 1.3 Clarify specifications, parameters or constraints of the brief in consultation with relevant colleagues. 1.4 Source and evaluate information pertinent to the brief.
2 Organise resources for graphic design.	2.1 Correctly identify the resources required for the graphic design, including work space, materials, tools and equipment. 2.2 Prepare and care for resources in accordance with safety requirements and organisational requirements. 2.3 Follow storage and inventory procedures in accordance with organisational procedures.
3 Test design approaches for graphic design.	3.1 Produce a preliminary visual representation of the brief. 3.2 Identify possible approaches to the design and establish criteria for the selection of the final approach. 3.3 Select appropriate materials, tools and equipment for the testing of approaches and techniques. 3.4 Test and experiment with a range of techniques and materials which might meet the requirements of the brief. 3.5 Evaluate testing processes against selection criteria and select the preferred approach based on the requirements of the brief. 3.6 Refine and accurately document the design approach based on testing processes.
4 Produce the graphic design.	4.1 Select and organise materials, tools and techniques for the graphic design in accordance with the design approach. 4.2 Produce the graphic design ensuring consistency with the selected approach and the brief. 4.3 Present the work in accordance with the brief specifications.

Required Skills and Knowledge

Required Skills and knowledge
This section describes the skills and knowledge required for this unit.
Required skills: literacy skills sufficient to interpret a brief and communicate design ideas numeracy skills sufficient to deal with cost, layout, resolution issues, timetabling issues.
Required knowledge: work and ideas of other designers formal elements and principles of design in relation to graphic design techniques, materials, tools and equipment and their application to graphic design types of graphic design briefs history and theory of design in relation to graphic design copyright, moral rights and intellectual property issues and legislation and their relevance to graphic design.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit in this unit	The following evidence is critical to the judgement of competence in this unit: production of graphic design work demonstrating the application of selected techniques and consistency with the requirements of the brief.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the production of a graphic design which meets the requirements of a brief.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of graphic designs produced by the candidate questioning and discussion review of portfolios of evidence third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials, resources and equipment needed to safely produce graphic design work.

Range Statement

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.
The brief:	describes and specifies the work to be completed is usually prepared by the commissioning body or organisation, e.g. supervisor, client, community organisation may be written, diagrammatic, visual, verbal.
The graphic design work may be:	advertising annual reports banners book design corporate presentations corporate stationery invitation logos posters visual merchandising web design.
Specifications would be articulated in the brief and may refer to:	audience medium purpose style.
Parameters or constraints may refer to:	cost legal, contractual, ethical and copyright considerations material characteristics quantity technology time frame.
Information pertinent to the brief may be about:	client's organisational background health and safety considerations legal, contractual, ethical and copyright considerations product characteristics and statistics style considerations subject matter.
Work space needs may include:	drafting table electronic equipment lighting and power requirements process-specific needs.
Materials may include:	drawing implements inks range of papers of differing weights and textures wet mediums wood, board, fabrics, perspex, metal surfaces.
Tools and equipment may include:	a range of brushes air brush appropriate software, e.g. Adobe Photoshop, Illustrator, CAD, Quark Express, Powerpoint brushes computer digital camera drafting table and equipment hand tools light box nibs and pens printer projection equipment and screens scanner scrapers spatulas sponges spray cans spray gun storage devices.
Safety requirements are in accordance with:	Federal, State and Territory legislation, regulation and standards.
Preliminary visual representation may involve:	computer-aided drawing sketching technical drawing.
Criteria for the selection of the approach may include:	access to materials, tools and equipment required for the production of the graphic design access to specialist support services consistency with the brief for the graphic design ease of application personal affinity with medium and materials.
The approach may encompass:	aesthetic considerations choice of medium and materials design solutions the parameters of the brief.
Testing and experimenting may involve:	exploring techniques by making practice pieces, test pieces, mock-ups or samples testing materials and their application.
Techniques may include:	digital imaging hand building (displays, installations, mock-ups) hand drawn illustration, lettering preparing work for printing processes.
Refining the approach may involve:	adjustment to consideration of elements and principles of design adjustment to content adjustment to utilise the extended capabilities of the technique no change.
Documenting the approach may involve:	final drawings, plans, illustrations, photographs written rationale or description.

Unit Sector(s)

Not Applicable

CUVDSP11B Research and apply techniques for illustrative work

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	It is highly recommended that this unit be assessed in conjunction with: CUVDES05B Interpret and respond to a brief Core Design At least one of the drawing units relating to the representation of the concept. There is also a strong link between this unit and the following unit: CUVCRS04B Produce technical drawings.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Interpret the brief for the illustrative work.	1.1 Correctly interpret the specifications of the brief. 1.2 Determine the user or client for the illustrative work to inform design decisions. 1.3 Clarify specifications, parameters or constraints of the brief in consultation with relevant colleagues. 1.4 Source and evaluate information pertinent to the brief.
2 Organise resources for illustrative work.	2.1 Correctly identify the resources required for the development of illustrative work, including work space, materials, tools and equipment. 2.2 Prepare and care for resources in accordance with safety requirements and organisational requirements.
2.3 Follow storage and inventory procedures in accordance with organisational procedures.
3 Test design approaches for illustrative work.	3.1 Produce a preliminary visual representation of the brief. 3.2 Identify possible approaches to the work and establish criteria for the selection of the final approach. 3.3 Select appropriate materials, tools and equipment for the testing of approaches and techniques. 3.4 Test and experiment with a range of techniques and materials which might meet the requirements of the brief. 3.5 Evaluate testing processes against selection criteria and select the preferred approach based on the requirements of the brief. 3.6 Refine and accurately document approach to the illustrative work based on testing processes.
4 Produce the illustrative work.	4.1 Select and organise materials, tools and techniques for the production of the illustrative work in accordance with the preferred approach. 4.2 Develop the illustrative work ensuring consistency with the selected approach and the brief. 4.3 Present the illustrative work in accordance with the brief specifications.

Required Skills and Knowledge

Required Skills and knowledge
This section describes the skills and knowledge required for this unit.
Required skills: literacy skills sufficient to interpret a brief and to communicate ideas for illustrative work numeracy skills sufficient to calculate quantities, costs, layout issues.
Required knowledge: techniques, materials, tools and equipment and their application to illustrative work types of briefs for illustrative work formal elements and principles of design in relation to illustrative work general knowledge about illustrators, their ideas, techniques and work
history and theory of design in relation to illustrative work copyright, moral rights and intellectual property issues and legislation and their relevance to illustrative work.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit in this unit	The following evidence is critical to the judgement of competence in this unit: production of illustrative work which demonstrates the application of selected techniques and which is consistent with the requirements of the brief.
Context of and specific resources for assessment	The assessment context must provide for: practical demonstration of skills through the production of illustrative work to meet the requirements of a brief.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of illustrative work produced by the candidate questioning and discussion review of portfolios of evidence third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials, resources and equipment needed to safely produce illustrative work.

Range Statement

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.
The brief:	describes and specifies the work to be completed is usually prepared by commissioning body or organisation, e.g. supervisor, client, community organisation may be written, diagrammatic, visual, verbal.
Illustrative work may be for:	advertisement architectural illustration book cover caricature, cartoon illustration for urban planning poster story board for animation story book, children's book technical, anatomical, botanical illustration.
Specifications would be articulated in the brief and may refer to:	audience medium purpose style.
Parameters or constraints may refer to:	cost finished art requirement legal, contractual, ethical and copyright considerations material characteristics quantity technology time frame.
Information pertinent to the brief may be about:	client's organisational background health and safety considerations legal, contractual, ethical and copyright considerations
product characteristics and statistics style considerations subject matter.
Work space needs may include:	drafting table electronic equipment lighting and power requirements process-specific needs.
Materials may include:	found surfaces glues inks marker pens pastels, crayons pencils, graphite, charcoal range of papers of different weights and textures vellum water based and oil based paints and mediums wood, board, canvas, fabrics.
Tools and equipment may include:	a range of brushes air brush computer and software applications for illustration digital camera photocopier (black and white and colour) printer scanner self made pen from bamboo, feather (quill) spatulas, scrapers, sponges, sticks spray cans steel nibs in pen holders.
Safety requirements are in accordance with:	Federal, State and Territory legislation, regulation and standards.
Preliminary visual representation may involve:	computer-aided exploration sketching.
Criteria for the selection of the approach may include:	access to materials, tools and equipment required for the production of the illustrative work access to specialist support services consistency with the brief for the illustrative work ease of application personal affinity with medium and materials.
Techniques may include:	cartooning collage digital imaging drawing for animation lettering, calligraphy line drawing mixed media stencilling tonal drawing water colouring, gouache or oil painting.
Testing and experimenting may involve:	exploring techniques by making practice pieces, test pieces, mock-ups, roughs or samples testing materials and their application.
The approach may encompass:	aesthetic considerations choice of medium and materials solutions in terms of illustration the parameters of the brief.
Refining the approach may involve:	adjustment to consideration of elements and principles of design adjustment to content adjustment to utilise the extended capabilities of the technique no change.
Documenting the approach may involve:	final sketches material samples photographs written rational or description.

Unit Sector(s)

Not Applicable

CUVPRP02B Develop understanding of own Aboriginal or Torres Strait Islander identity

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	This unit has linkages to a range of other units and combined assessment and/or training with those units may be appropriate, e.g.: units within the Visual Arts Craft and Design Training Package units within the Tourism Training Package.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Seek information on own region or Country.	1.1 Identify and consult with appropriate persons to obtain knowledge of own region or Country. 1.2 Identify other relevant sources of information on own region or Country. 1.3 Access information and people in a culturally appropriate way which shows respect for local Indigenous culture and customs.
2 Seek information on family and kinship.	2.1 Correctly identify holders of information and consult with appropriate persons in relation to kinship and family. 2.2 Identify other relevant sources of information on family and kinship. 2.3 Collect appropriate information on family and kinship in a culturally appropriate way which shows respect for local Aboriginal or Torres Strait Islander culture and customs.
3 Use information to develop concept of identity.	3.1 Examine information to determine own Aboriginal or Torres Strait Islander identity in relation to Country and kinship. 3.2 Consider how the concept of 'belonging to country" in relation to culture, family and kinship may inform artistic practice. 3.3 Use information in a culturally appropriate way at all times, including identification of how and with whom information can be shared.

Required Skills and Knowledge

Required Skills and knowledge
This section describes the skills and knowledge required for this unit.
Required skills: understanding of Aboriginality and the concept of cultural diversity within an Aboriginal or Torres Strait Islander context understanding of the cultural values that underpin aspects of one's local Aboriginal or Torres Strait Islander community understanding of family units and broader social organisational aspects of Aboriginal or Torres Strait Islander communities, e.g. extended family, community, women's roles, men's roles.
Required knowledge: general knowledge of own Country and region, e.g. customs, ceremonies, relationship to land general knowledge of own family and kinship matters of protocol within Aboriginal or Torres Strait Islander societies protocols for accessing information and communicating with different community members, e.g. gaining permission, consultation, issues of ownership/custodianship the ways in which knowledge can be used, how it should be used and with whom it can be shared the ways in which Aboriginal or Torres Strait Islander protocols and cultural values impact on work practices in different contexts, e.g. artistic practice, tourism, including issues of copyright, intellectual copyright and culturally appropriate commercial activity.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: knowledge of sources of information ability to access and use information in a culturally appropriate way.
Context of and specific resources for assessment	The assessment must provide for: involvement of persons approved of by Elders of the relevant local community in the assessment process.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: oral or written questioning to assess knowledge review of portfolios of evidence third party workplace reports of performance by the candidate.
Assessment of this unit requires access to information sources on relevant regions and Countries.

Range Statement

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.
Appropriate persons for information on region, country, family and kinship may include:	accepted Aboriginal or Torres Strait Islander cultural educators Elders family groups local community groups relevant Aboriginal or Torres Strait Islander organisations.
Other sources of information on region, Country, family and kinship may include:	archives books CDs community art organisations cultural centres galleries Internet libraries museums own observation secondary sources videos.

Unit Sector(s)

Not Applicable

CUVVSP14B Apply techniques to produce drawings

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	It is highly recommended that this unit be assessed in conjunction with: CUVCOR01B Source concept for own work or CUVCOR02B Develop and articulate concept for own work CUVCOR07B Use drawing techniques to represent the object or idea or CUVCOR08B Produce drawings to represent and communicate the concept. It could also be assessed in conjunction with: CUVCOR11B Source information on history and theory and apply to own area of work. Depending on the context, combined assessment and/or training with a range of other units would also be appropriate, e.g.: CUVCRS13B Store finished work.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Prepare and maintain physical resources to produce drawings.	1.1 Correctly identify and select tools and materials required for the production of drawings. 1.2 Prepare, clean and maintain tools and materials in accordance with relevant workplace procedures and safety requirements.
1.3 Organise and maintain work space so that it remains clean and safe. 1.4 Store tools and materials in accordance with relevant workplace procedures and safety requirements.
2 Use and test drawing techniques.	2.1 Safely use techniques for the production of drawings. 2.2 Use and test nominated techniques to determine the capability of the technique and its application.
3 Produce the drawings.	3.1 Determine concept for the proposed drawings based on own ideas or supplied information. 3.2 Correctly identify the steps and resources required to produce the proposed drawings. 3.3 Select appropriate tools and materials for the specific drawings. 3.4 Calculate correct quantities of materials required and minimise waste where possible. 3.5 Use techniques, tools and materials safely to produce the final drawings.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills: literacy skills sufficient to read product safety labels numeracy skills sufficient to calculate quantities.
Required knowledge: general knowledge of physical properties and capabilities of the most commonly used materials and tools used in drawings general knowledge of different styles of drawing and the work of key practitioners overview knowledge of the formal elements and principles of design introductory knowledge of the historical and theoretical contexts for drawing typical work space and tool requirements for the production of different types drawings cleaning and maintenance techniques for tools used in drawing awareness of copyright, moral rights and intellectual property issues environmental issues associated with the tools and materials used in drawing organisational and legislative occupational health and safety procedures in relation to drawing.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: production of drawings which demonstrate a command of nominated techniques and which reflect the concept general knowledge of tools and materials used in drawing.
Context of and specific resources for assessment	The assessment context must provide for: evaluation of visual language and technical execution of work pieces produced by the candidate practical demonstration of skills using required tools, equipment and materials to produce a minimum of one drawing.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of drawings in progress questioning and discussion of candidate's intentions and work written or verbal reports review of portfolios of evidence third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials, resources and equipment needed to produce drawings.

Range Statement

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.
Tools may include:	brushes digital equipment, software and printer, discs, CDs rags scrapers spatulas sponges sticks.
Materials for drawing may include:	charcoal ink and wash papers pastels, chalks and crayons pencils from B-6B watercolour.
Workplace procedures may relate to such things as:	cost control process-specific procedures recycling reporting safety use of materials.
Organisation and maintenance of the work space may relate to:	lighting ventilation wet and dry areas work tables, easels.
Within this unit the range of techniques used would generally be quite limited in nature and may include:	digital drawing techniques linear marks of differing intensity and character, e.g. thick, sharp, thin, curvilinear, soft (side of pencil or crayon) linear marks to produce illusion of 3D form simple linear perspective through the use of a vanishing point tonal range to produce illusion of 3D form using mixed drawing media and a range of techniques to produce drawings.
Testing techniques may include:	experimenting directly with work in progress exploring techniques by making practice pieces making samples applying nominated techniques.
The concept for the proposed drawings may be influenced by:	elements and principles of design the subject matter or theme for the work, e.g. the body; identity; land and place; political, cultural, social issues; spiritual concerns.

Unit Sector(s)

Not Applicable

CUVVSP27B Produce jewellery

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	It is highly recommended that this unit be assessed in conjunction with the following units: CUVCOR03B Develop, refine and communicate concept for own work CUVCOR08B Produce drawings to represent and communicate the concept CUVCOR12B Review history and theory for application to artistic practice. Depending on the context, combined assessment and/or training with a range of other units would also be appropriate, e.g.: CUVCRS08B Document the work progress CUVCRS14B Prepare, store and maintain finished work.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Prepare and maintain resources for jewellery work.	1.1 Correctly identify and select tools, equipment and materials required for the production of jewellery. 1.2 Prepare, clean and maintain tools, equipment and materials in accordance with relevant workplace procedures and safety requirements. 1.3 Organise and maintain work space so that it remains clean and safe. 1.4 Store tools, equipment and materials in accordance with relevant workplace and safety requirements.
2 Explore jewellery making techniques to plan work.	2.1 Assess the capabilities of techniques, tools, equipment and materials for different types of jewellery. 2.2 Use and/or combine different techniques, tools, equipment and materials to determine and extend capabilities. 2.3 Determine the conceptual vision for the proposed jewellery based on exploration of different techniques or from supplied information. 2.4 Establish criteria for the selection of techniques to meet the conceptual vision. 2.5 Select techniques based on the conceptual vision. 2.6 Plan work, identifying work processes and resource requirements.
3 Realise jewellery.	3.1 Organise the resources required for the production of the proposed jewellery based on the plan of work. 3.2 Safely use and adapt techniques, tools, equipment and materials appropriately to realise the conceptual vision. 3.3 Identify potential different approaches that may enhance the final work and incorporate these into the work process.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills: literacy skills sufficient to read product safety labels numeracy skills sufficient to calculate quantities, and costs.
Required knowledge: the physical properties and capabilities of the range of materials, tools and equipment used in jewellery work work space requirements for jewellery work, including ways of organising and maintaining space ways of exploring, adapting and combining techniques and materials to achieve different effects in jewellery work general knowledge of the formal elements and principles of design and their specific application to the production of jewellery cleaning and maintenance techniques for tools and equipment used in jewellery work general knowledge of the historical and theoretical contexts for jewellery
awareness of copyright, moral rights and intellectual property issues environmental issues associated with the tools and materials used in jewellery work organisational and legislative occupational health and safety procedures in relation to jewellery work.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: production of jewellery which demonstrates a command of selected techniques and which is consistent with the conceptual vision knowledge of materials and tools and how they are used and extended in jewellery work.
Context of and specific resources for assessment	The assessment context must provide for: evaluation of visual language and technical execution of work pieces produced by the candidate practical demonstration of skills using required tools, equipment and materials to produce multiple pieces of jewellery or a single major work.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of jewellery work in progress questioning and discussion of the candidate's intentions verbal and written reports
review of portfolios of evidence third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials, resources and equipment needed to produce jewellery.

Range Statement

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.
Tools and equipment may include:	brushes centre punch clamps dapping blocks and punches dividers drills embossing tools engravers (power and hand tools) files guillotine hammers, including silver smithing jewellery bench mallets (wood, plastic, rubber) mandrels measuring tools modelling tools piercing saw and blades pliers power tools protective clothing sanders scissors snips soldering and welding equipment tongs tweezers.
Materials may include:	fabricated objects, plastic and metal objects, fabrics, das, firm, papier-mâché found objects gem stones metals, e.g. silver, copper, brass, pewter, guilding metals natural objects, shells, wood, clay seeds, feathers, twigs vines, bones, palm fronds synthetic materials, e.g. plastics, acrylic.
Jewellery may include:	objects, e.g. containers, sculptural forms wearable pieces, e.g. earrings, neck and head pieces, brooches, rings, anklets.
Workplace procedures may relate to such things as:	cost control process-specific procedures recycling reporting safety use of materials.
Safety requirements would be in accordance with:	Federal, State and Territory legislation, regulations and standards.
Organisation and maintenance of the work space may relate to:	light process specific requirements ventilation wet and dry areas.
Assessing the capabilities of the techniques, tools and materials may involve:	producing test pieces or samples systematically testing a range of processes.
Extending capabilities of techniques refers to:	exploring the potential of techniques and discovering new ways of using techniques.
The conceptual vision may be determined by:	elements and principles of design the relationship of the work to a theoretical and historical context the subject matter or theme for the jewellery, e.g. the body; identity; land and place; political, cultural, social issues; spiritual concerns.
Criteria for the selection of techniques may relate to:	access to materials, tools and equipment for the techniques consistency with the conceptual vision for the proposed jewellery ease of application of the techniques personal affinity with the techniques.
Within this unit the candidate would generally extend, build upon and combine a range of techniques, which may include:	casting techniques clasps, links and jump-rings colour work drilling and assembling enamelling polishing and finishing techniques pressing and forming surface decoration weaving, threading, knotting, binding.

Unit Sector(s)

Not Applicable

CUVVSP28B Research and experiment with techniques to produce jewellery

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	It is highly recommended that this unit be assessed in conjunction with: CUVCOR04B Originate concept for own work and conduct critical discourse CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept CUVCOR13B Research and critically analyse history and theory to inform artistic practice. Depending on the context, combined assessment and/or training with a range of other units would also be appropriate, e.g.: CUVCRS14B Prepare, store and maintain finished work CUVCRS08B Document the work progress.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Inform work through experimentation with jewellery making techniques and media.	1.1 Evaluate the potential for new approaches to jewellery making based on capabilities of techniques already used. 1.2 Select, adapt or introduce new materials, tools, equipment or technology for the achievement of different effects. 1.3 Extend the capabilities of jewellery making techniques through experimentation to inform practice.
1.4 Take account of particular safety or environmental issues associated with the use of different techniques and media. 1.5 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property, moral rights and copyright requirements.
2 Develop and refine a conceptual vision for jewellery.	2.1 Develop a conceptual vision for jewellery based on a knowledge and understanding of different jewellery making techniques. 2.2 Consider the criteria for selecting techniques, material, tools and equipment based on results of experimentation. 2.3 Establish criteria which are most likely to facilitate the achievement of the conceptual vision. 2.4 Select approach to work which meets established criteria. 2.5 Refine the conceptual vision based on ongoing experimentation and analysis of jewellery making techniques.
3 Determine and organise resource requirements for new work.	3.1 Assess specific resource requirements which arise from the use of techniques and experimental approaches. 3.2 Research and access potential sources of supply for jewellery making resources. 3.3 Evaluate cost or other constraints which may impact on the development of work. 3.4 Set up or co-ordinate resource requirements in accordance with safety or other workplace requirements.
4 Realise jewellery.	4.1 Realise the jewellery using techniques and media selected from research and experimentation to meet the conceptual vision. 4.2 Evaluate and respond to the potential for changes in the use of techniques, materials, tools or equipment. 4.3 Refine the conceptual vision based on ongoing experiences with the production of work. 4.4 Use safe working practices throughout the production of jewellery. 4.5 Consider issues of presentation and take action accordingly.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills: research skills and sources of information to inform experimentation in jewellery work literacy skills sufficient to interpret information and material about the work of other jewellery artists numeracy skills sufficient to evaluate resource costs and to calculate material requirements.
Required knowledge: the role of experimentation in the developing and refining concepts for jewellery detailed knowledge of physical properties and capabilities of the range of materials and tools used in jewellery work the characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects the formal elements and principles of design and how these may be used, adapted and challenged in the development of concepts for jewellery the historical and theoretical contexts for jewellery and how this may be used to inform own artistic practice copyright, moral rights and intellectual property issues and legislation associated with jewellery work sources of raw, part-processed and processed materials and other resources for jewellery work work space requirements for jewellery work, including selection and set up of work space for particular types of work environmental issues associated with the tools and materials used in jewellery work, including the potential issues associated with new approaches organisational and legislative occupational health and safety procedures in relation to jewellery work.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	The following evidence is critical to the judgement of competence in this unit: production of jewellery which demonstrates a highly developed command of the selected techniques and which is consistent with the conceptual vision in depth knowledge of techniques, materials and tools and the ways they may be adapted and extended.
Context of and specific resources for assessment	The assessment context must provide for: evaluation of visual language and technical execution of work pieces produced by the candidate practical demonstration of skills using required tools, equipment and materials to produce multiple pieces of jewellery or a single major work.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of jewellery work in progress, including exploration of and experimentation with techniques questioning and discussion about candidates intentions and the work outcome verbal and written reports review of portfolios of evidence third party workplace reports of performance by the candidate.
Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such a speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials and resources needed to learn new jewellery making techniques and to extend them through exploration and experimentation.

Range Statement

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.
Jewellery may include:	objects, e.g. containers, sculptural form wearable pieces, e.g. earrings, neck and head pieces, brooches, rings, anklets.
Within this unit the candidate would generally demonstrate a command of a broad range of techniques as the basis for experimentation and innovation. Techniques may include:	anodising casting Champleve Cloisonné embossing enamelling engraving etching fabrication forging fusion granulation grinding lathe work mould making patination Plique-a-Jour polishing and finishing pressing and forming reticulation soldering stone setting a combination of techniques.
Material may include:	fabricated objects (plastic and metal objects, fabrics) found objects gem stones metals, e.g. iron, steel, silver, copper, brass, pewter, guilding metals natural objects, e.g. shells, wood, clay, seeds, feathers, twigs, vines, bones synthetic materials (plastics, acrylic).
Tools and equipment may include:	bolt cutters brushes, centre punch clamps dapping blocks and punches dividers
embossing tools, sets engravers (power and hand tools) files foundry and metal fabrication equipment guillotine hammers, including silver smithing hand drill and drill bits hot glue gun jewellery bench kilns knives and blades lathe mallets (wood, plastic, rubber) mandrels measuring tools modelling tools, sets needles piercing was and blades pliers power tools rolling mill sander scissors scriber snips (curved, small, large) soldering and welding equipment tongs tweezers vernier callipers vices.
Extending capabilities through:	experimentation encourages the exploration of the full potential of the art form and involves innovation.
Particular safety or environmental issues may include:	Federal, State and Territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests seeking out information in books, journals, newspapers visiting exhibitions, museums.
Intellectual property, moral rights and copyright requirements may relate to:	extent to which the work may be used procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
The conceptual vision may be determined by:	elements and principles of design the relationship of the work to a theoretical and historical context the subject matter or theme for the jewellery, e.g. the body; identity; land and place; political, cultural, social issues; spiritual concerns.
Refining the conceptual vision may include:	adjustment to consideration of elements and principles of design adjustment to subject matter or theme adjustment to utilise the extended capabilities of the technique no change.
Sources of supply may include:	commercial outlets found objects or materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials and tools budgeting sponsorship timeframe.
Workplace requirements may include:	drying space lighting ventilation wet and dry areas.
Issues of presentation may include:	availability of space cost practical considerations presentation context timeframe.
Taking action may involve:	deciding on presentation method seeking external assistance, e.g. for example engaging a model selecting and preparing work for presentation.

Unit Sector(s)

Not Applicable

CUVVSP34B Apply techniques to produce paintings

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	It is highly recommended that this unit be assessed in conjunction with: CUVCOR01B Source concept for own work; or CUVCOR02B Develop and articulate concept for own work CUVCOR07B Use drawing techniques to represent the object or idea; or CUVCOR08B Produce drawings to represent and communicate the concept. It could also be assessed in conjunction with: CUVCOR11B Source information on history and theory and apply to own area of work. Depending on the context, combined assessment and/or training with a range of other units would also be appropriate, e.g.: CUVCRS13B Store finished work

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Prepare and maintain physical resources for painting.	1.1 Correctly identify and select tools, equipment and materials required for the production of paintings. 1.2 Prepare, clean and maintain tools, equipment and materials in accordance with relevant workplace procedures and safety requirements. 1.3 Organise and maintain work space so that it remains clean and safe.
1.4 Store tools, equipment and materials in accordance with relevant workplace procedures and safety requirements.
2 Use and test painting techniques.	2.1 Safely use techniques for the production of paintings. 2.2 Use and test nominated techniques to determine the capability of the technique and its application.
3 Produce the paintings.	3.1 Draw concept for the proposed paintings based on own ideas or supplied information. 3.2 Correctly identify the steps and resources required to produce the proposed paintings. 3.3 Select appropriate tools, equipment and materials for the specific paintings. 3.4 Calculate correct quantities of materials required and minimise waste where possible. 3.5 Use techniques, tools and materials safely to produce the final paintings.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills: literacy skills sufficient to read product and equipment safety labels numeracy skills sufficient to calculate quantities and cost of materials.
Required knowledge: general knowledge of physical properties and capabilities of the most commonly used materials, tools and equipment for painting general knowledge of different styles of painting and the work of key practitioners overview knowledge of the formal elements and principles of design introductory knowledge of the historical and theoretical contexts for painting typical work space and equipment requirements for the production of different types of painting cleaning and maintenance techniques for tools and equipment used in painting awareness of copyright, moral rights and intellectual property issues environmental issues associated with the tools, materials and equipment used in painting organisational and legislative occupational health and safety procedures in relation to painting.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit in this unit	The following evidence is critical to the judgement of competence in this unit: production of paintings which demonstrates a command of nominated techniques and which reflects the concept general knowledge of tools, materials and equipment used in painting.
Context of and specific resources for assessment	The assessment context must provide for: evaluation of visual language and technical execution of work pieces produced by the candidate practical demonstration of skills using required tools, equipment and materials to produce a minimum of one painting.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of work in progress questioning and discussion of candidate's intentions and work written or verbal reports review of portfolios of evidence third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials, resources and equipment needed to produce paintings.

Range Statement

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.
Tools and equipment may include:	brushes knives rags rollers scrapers (found or made) spatulas sponges sticks.
Materials may include:	acrylic paints bark canvas cardboard fabric glues impasto medium natural ochres paper perspex tempera watercolour wood.
Workplace procedures may relate to such things as:	process-specific procedures recycling safety use of materials.
Organisation and maintenance of the work space may relate to:	bench space easels lighting ventilation wet and dry areas.
Within this unit the range of techniques used would generally be quite limited in nature and may include:	application of a particular colour range and linear work to produce expressive paintings linear marks of different intensity paint application to produce tactile surface tonal range to produce illusion of 3D use of a range of brushes to achieve different lines and strokes variation in paint application.
Testing techniques may include:	exploring techniques by making practice pieces making samples applying nominated techniques testing techniques directly with work in progress.
Drawing may include:	drawings on paper drawings or markings directly onto work in progress electronic imaging.
The concept for the proposed painting may be influenced by:	elements and principles of design the subject matter or theme for the work, e.g. the body; identity; land and place; political, cultural, social issues; spiritual concerns.

Unit Sector(s)

Not Applicable

CUVVSP55B Produce textile/fibre work

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	It is highly recommended that this unit be assessed in conjunction with the following units: CUVCOR03B Develop, refine and communicate concept for own work CUVCOR08B Produce drawings to represent and communicate the concept. Depending upon the context, combined assessment and/or training with a range of other units would also be appropriate, e.g.: CUVCRS08B Document the work progress CUVCRS14B Prepare, store and maintain finished work.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Prepare and maintain resources for textile/fibre work.	1.1 Correctly identify and select tools, equipment and materials required for the production of textile/fibre work. 1.2 Prepare, clean and maintain tools, equipment and materials in accordance with relevant workplace procedures and safety requirements. 1.3 Organise and maintain work space so that it remains clean and safe. 1.4 Store tools, equipment and materials in accordance with relevant workplace and safety requirements.
2 Explore textile/fibre techniques to plan work.	2.1 Assess the capabilities of techniques, tools, equipment and materials for different types of textile/fibre work. 2.2 Use and/or combine different techniques, tools, equipment and materials to determine and extend capabilities. 2.3 Determine the conceptual vision for the proposed textile/fibre work based on exploration of different techniques or from supplied information. 2.4 Establish criteria for the selection of techniques to meet the conceptual vision. 2.5 Select techniques based on the conceptual vision. 2.6 Plan work, identifying work processes and resource requirements.
3 Realise textile/fibre work.	3.1 Organise the resources required for the production of the proposed textile/fibrework based on the plan of work. 3.2 Safely use and adapt techniques, tools, equipment and materials appropriately to realise the conceptual vision. 3.3 Identify potential different approaches that may enhance the final work and incorporate these into the work process.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills: literacy skills sufficient to read product safety labels numeracy skills sufficient to calculate quantities, and cost.
Required knowledge: physical properties and capabilities of the range of materials, tools and equipment used in textile/fibre work work space requirements for textile/fibre work, including ways of organising and maintaining space ways of exploring, adapting and combining techniques and materials to achieve different effects in textile/fibre work general knowledge of the formal elements and principles of design and their specific application to the production of textile/fibre work cleaning and maintenance techniques for tools and equipment used in textile/fibre work general knowledge of the historical and theoretical contexts for textile/fibre work
awareness of copyright, moral rights and intellectual property issues environmental issues associated with the tools and materials used in textile/fibre work organisational and legislative occupational health and safety procedures in relation to textile/fibre work.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit in this unit	The following evidence is critical to the judgement of competence in this unit: production of textile/fibre work which demonstrates a command of selected techniques and which is consistent with the conceptual vision knowledge of materials and tools and how they are used and extended in textile/fibre work.
Context of and specific resources for assessment	The assessment context must provide for: evaluation of visual language and technical execution of work pieces produced by the candidate practical demonstration of skills using required tools, equipment and materials to produce multiple textile/fibre works or a single major work.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of work in progress questioning and discussion of the candidate's intentions verbal and written reports review of portfolios of evidence third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials, resources and equipment needed to produce textile/fibre.

Range Statement

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.
Tools may include:	brushes cutting tools equipment for tie dyeing scrapers spatulas spoons tjantings weaving shuttles weaving, knitting, embroidery needles.
Equipment may include:	blenders/electric beater, e.g. Hollander hotplate/stove for heating wax light box for exposing photo emulsion for screen printing looms, e.g. backstrap, table loom moulds and deckles press saucepans screens and carousel for printing sewing machine squeegees vacuum table vats for dyeing fabric and casting paper.
Materials may include:	cellulose fibres recycled acid free mount board, plant fibres, e.g. pampas grass, banana leaf, flax, kozo cold and hot water dyes and necessary chemicals for dyeing fabric drawing materials for colouring (may include watercolour pencils)
fabrics, e.g. cotton, linen, silk, synthetic fabrics, tapa cloth materials for embedding in paper, e.g. other fibres, magazine images methyl cellulose natural fibres, e.g. vines, willow branches, flexible twigs, pandanus, palm fronds, reeds, bark, wool, cotton, fibre spun or twisted into string painting materials photo emulsion and stencils for screen printing pigment dyes for paper printing inks sizing agents for paper synthetic fibres, e.g. plastics various waxes for resist dyeing water based paints.
Textile/fibre work may include:	decorated or embellished objects or fabric lengths, e.g. printing, appliqué, tapestry, patchwork, embroidery, stitching dyed fabric lengths or objects felt cloth or objects hand made paper, sheets of paper, cast paper objects, e.g. baskets, mats, containers printed fabric lengths printed objects, e.g. for home-wear, fashion, interior markets, 2-dimensional and 3-dimensional works.
Workplace procedures may relate to:	cost control process-specific procedures recycling reporting safety use of materials.
Safety requirements would be in accordance with:	Federal, State and Territory legislation, regulations and standards.
Organisation and maintenance of the work space may relate to:	light process specific requirements ventilation wet and dry areas.
Assessing the capabilities of the techniques, tools and materials may involve:	experimenting directly with work in progress producing test pieces or samples systematically testing a range of processes.
Extending capabilities of techniques refers to:	exploring the potential of techniques and discovering new ways of using techniques.
The conceptual vision may be determined by:	elements and principles of design the relationship of the work to a theoretical and historical context the subject matter or theme for the textile/fibre work, e.g. the body; identity; land and place; political, cultural, social issues; spiritual concerns.
Criteria for the selection of techniques may relate to:	access to materials, tools and equipment for the techniques consistency with the conceptual vision for the proposed textile/fibre work ease of application of the techniques personal affinity with the techniques.
Within this unit the candidate would generally extend, build upon and combine a range of techniques which may include:	hand painting hand-paper making, e.g. casting, embossing, pulp painting knitting and knotting techniques printing, e.g. block, screen, stamp, stencil, mono printing resist dying techniques, e.g. batik, tie dying, shibori stitching, e.g. embroidery, appliqué, patchwork tapestry weaving, e.g. off loom, backstrap, loom weave, basket.

Unit Sector(s)

Not Applicable

CUVVSP56B Research and experiment with techniques to produce textile/fibre work

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	It is highly recommended that this unit be assessed in conjunction with: CUVCOR04B Originate concept for own work and conduct critical discourse CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept CUVCOR13B Research and critically analyse history and theory to inform artistic practice. Depending upon the context, combined assessment and/or training with a range of other units would also be appropriate, e.g.: CUVCRS14B Prepare, store and maintain finished work CUVCRS08B Document the work progress.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Inform work through experimentation with textile/fibre techniques and media.	1.1 Evaluate the potential for new approaches to textile/fibre work based on capabilities of techniques already used. 1.2 Select, adapt or introduce new materials, tools, equipment or technology for the achievement of different effects. 1.3 Extend the capabilities of textile/fibre techniques through experimentation to inform practice.
1.4 Take account of particular safety or environmental issues associated with the use of different techniques and media. 1.5 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property, moral rights and copyright requirements.
2 Develop and refine a conceptual vision for textile/fibre work.	2.1 Develop a conceptual vision for textile/fibre work based on a knowledge and understanding of different textile/fibre techniques. 2.2 Consider the criteria for selecting techniques, material, tools and equipment based on results of experimentation. 2.3 Establish criteria which are most likely to facilitate the achievement of the conceptual vision. 2.4 Select approach to work which meets established criteria. 2.5 Refine the conceptual vision based on ongoing experimentation and analysis of textile/fibre techniques.
3 Determine and organise resource requirements for new work.	3.1 Assess specific resource requirements which arise from the use of techniques and experimental approaches. 3.2 Research and access potential sources of supply for textile/fibre resources. 3.3 Evaluate cost or other constraints which may impact on the development of work. 3.4 Set up or co-ordinate resource requirements in accordance with safety or other workplace requirements.
4 Realise textile/fibre work.	4.1 Realise the textile/fibre work using techniques and media selected from research and experimentation to meet the conceptual vision. 4.2 Evaluate and respond to the potential for changes in the use of techniques, materials, tools or equipment. 4.3 Refine the conceptual vision based on ongoing experiences with the production of work. 4.4 Use safe working practices throughout the production of textile/fibre work. 4.5 Consider issues of presentation and take action accordingly.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills: research skills and sources of information to inform experimentation in textile/fibre work literacy skills sufficient to interpret information and material about the work of other textile/fibre artists numeracy skills sufficient to evaluate resource costs and to calculate material requirements.
Required knowledge: the role of experimentation in developing and refining concepts for textile/fibre work detailed knowledge of physical properties and capabilities of the range of materials and tools used in textile/fibre work the characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects formal elements and principles of design and how these may be used, adapted and challenged in the development of concepts for textile/fibre work historical and theoretical contexts for textile/fibre work and how this may be used to inform own artistic practice copyright, moral rights and intellectual property issues and legislation associated with textile/fibre work sources of raw, part-processed and processed materials and other resources for textile/fibre work work space requirements for textile/fibre work, including selection and set up of work space for particular types of work environmental issues associated with the tools and materials used in textile/fibre work, including the potential issues associated with new approaches organisational and legislative occupational health and safety procedures in relation to textile/fibre work.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit in this unit	The following evidence is critical to the judgement of competence in this unit: production of textile/fibre work which demonstrates a highly developed command of the selected techniques and which is consistent with the conceptual vision in depth knowledge of techniques, materials and tools and the ways they may be adapted and extended.
Context of and specific resources for assessment	The assessment context must provide for: evaluation of visual language and technical execution of work pieces produced by the candidate practical demonstration of skills using required tools, equipment and materials to produce multiple textile/fibre work or a single major work.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of work in progress, including exploration of and experimentation with techniques questioning and discussion about candidates intentions and the work outcome verbal and written reports review of portfolios of evidence third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such a speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials and resources needed to produce textile/fibre.

Range Statement

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.
Textile/fibre work may include:	decorated or embellished objects, fabric lengths, e.g. using printing, stitching, painting techniques fabric lengths felt cloth or objects objects, e.g. baskets, mats, containers, screens
printed objects, e.g. for home wear, fashion, interior markets, 2-dimensional and 3-dimensional work, installation printed, dyed, painted fabric lengths sheets of handmade/cast paper.
Within this unit the candidate would generally demonstrate a command of a broad range of techniques as the basis for experimentation and innovation. Techniques may include:	dyeing embroidery and stitching hand papermaking, e.g. casting, embossing, pulp painting knitting and knotting techniques printing, e.g. block, screen, photographic techniques, stamp, combined printing techniques resist dyeing, e.g. batik, tie dying, shibori, tritik tapestry weaving, e.g. off loom, backstrap, loom weave, basket.
Materials may include those used for:	papermaking: caustic soda dyes objects for casting objects for embedding and embossing plant fibres recycled pulp printing and painting: dyes and inks matrix materials such as lino, wood, screens photographic processes stencils, e.g. paper, plastic resist dyeing: caustic soda cold and hot water dyes (natural and synthetic) cotton or silk lengths salt, resist salt soda ash urea wax weaving, knitting and knotting and embroidery techniques: beads, sequins, metal fragments fabric fragments and lengths, e.g. cotton, silk, synthetic etc found materials
metal threads, wire synthetic and natural fibres including grasses, vines, twigs, reeds etc twine, wool, synthetic threads.
Tools and equipment may include those used for:	papermaking and painting: blenders brushes containers couching bards and blankets drying racks tables boards moulds and deckles press for water extraction pulp baths stainless steel cooking utensils for plant fibre preparation printing and painting: brushes carrousel ink mixing surface, e.g. glass, perspex light box measuring containers padded table pressing tools and equipment rollers screens spatulas vacuum table resist dyeing: brushes container dye and rinse baths hangers hotplate, stove metal wax melting containers stirrers tjantings twine for tie dying vats weaving, knitting and knotting and embroidery techniques: bobbins frames loom
needles for weaving, embroidery and knitting sewing machine.
Extending capabilities through:	experimentation encourages the exploration of the full potential of the art form and involves innovation.
Particular safety or environmental issues may include:	Federal, State and Territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests seeking out information in books, journals, newspapers visiting exhibitions, museums.
Intellectual property, moral rights and copyright requirements may relate to:	extent to which the work may be used procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
The conceptual vision may be determined by:	elements and principles of design the relationship of the work to a theoretical and historical context the subject matter or theme for the textile/fibre work, e.g. the body; identity; land and place; political, cultural, social issues; spiritual concerns.
Refining the conceptual vision may include:	adjustment to consideration of elements and principles of design adjustment to subject matter or theme adjustment to utilise the extended capabilities of the technique no change.
Sources of supply may include:	commercial outlets found objects or materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials and tools budgeting sponsorship timeframe.
Workplace requirements may include:	drying space lighting process specific requirements ventilation wet and dry areas.
Issues of presentation may include:	availability of space cost practical considerations presentation context timeframe.
Taking action may involve:	deciding on presentation method seeking external assistance, e.g. engaging a model, plinth construction selecting and preparing work for presentation.

Unit Sector(s)

Not Applicable

CUVVSP58B Produce wood objects

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	It is highly recommended that this unit be assessed in conjunction with the following units: CUVCOR03B Develop, refine and communicate concept for own work CUVCOR08B Produce drawings to represent and communicate the concept CUVCOR12B Review history and theory for application to artistic practice. Depending on the context, combined assessment and/or training with a range of other units would also be appropriate, e.g.: CUVCRS08B Document the work progress CUVCRS14B Prepare, store and maintain finished work.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Prepare and maintain resources for producing wood objects.	1.1 Correctly identify and select tools, equipment and materials required for the production of wood objects. 1.2 Prepare, clean and maintain tools, equipment and materials in accordance with relevant workplace procedures and safety requirements. 1.3 Organise and maintain work space so that it remains clean and safe. 1.4 Store tools, equipment and materials in accordance with relevant workplace and safety requirements.
2 Explore techniques to plan work with work.	2.1 Assess the capabilities of techniques, tools, equipment and materials for different types of wood objects. 2.2 Use and/or combine different techniques, tools, equipment and materials to determine and extend capabilities. 2.3 Determine the conceptual vision for the proposed wood objects based on exploration of different techniques or from supplied information. 2.4 Establish criteria for the selection of techniques to meet the conceptual vision. 2.5 Select techniques based on the conceptual vision. 2.6 Plan work, identifying work processes and resource requirements.
3 Realise wood objects.	3.1 Organise the resources required for the production of the proposed wood objects based on the plan of work. 3.2 Safely use and adapt techniques, tools, equipment and materials appropriately to realise the conceptual vision. 3.3 Identify potential different approaches that may enhance the final work and incorporate these into the work process.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills: literacy skills sufficient to read product safety labels and equipment instructions numeracy skills sufficient to calculate material quantities and cost.
Required knowledge: physical properties and capabilities of the range of materials, tools and equipment used in the production of wood objects work space requirements for the production of wood objects, including ways of organising and maintaining space ways of exploring, adapting and combining techniques and materials to achieve different effects in wood objects general knowledge of the formal elements and principles of design and their specific application to wood objects cleaning and maintenance techniques for tools and equipment used in the production of wood objects general knowledge of the historical and theoretical contexts for wood objects
awareness of copyright, moral rights and intellectual property issues environmental issues associated with the tools and materials used in the production of wood objects organisational and legislative occupational health and safety procedures in relation to the production of wood objects.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit in this unit	The following evidence is critical to the judgement of competence in this unit: production of wood objects which demonstrate a command of selected techniques and which are consistent with the conceptual vision knowledge of materials and tools and how they are used and extended in the production of wood objects.
Context of and specific resources for assessment	The assessment context must provide for: evaluation of visual language and technical execution of work pieces produced by the candidate practical demonstration of skills using required tools, equipment and materials to produce multiple wood objects or a single major work.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of the production of wood objects in progress questioning and discussion of the candidate's intentions and work outcome verbal and written reports review of portfolios of evidence third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials, resources and equipment needed to produce wood objects.

Range Statement

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.
Tools and equipment may include:	clamps measuring tools power and hand tools for carving/marking and/or cutting wood and other materials including wood engraving and branding tools power and/or hand tools for shaping wood and other materials protective clothing tools for assembling wood and other materials wood turning tools and equipment.
Materials may include:	found objects and materials other materials consistent with the conceptual vision, e.g. metals, leather, stone oxidising agents and other patina agents those for wood finishing e.g. sandpapers, stains, lacquers, paints those required for assembling/joining wood and other materials, e.g. for binding: wire, rope, string thread, other fibres; other materials: nails, clips, brackets, screws wood and wood products.
Wood objects may include:	carved panels, e.g. low or high relief, carved vessels furniture, e.g. tables, lamps, chairs implements, e.g. letter openers, cutlery jewellery sculpture simple musical instruments turned tableware other functional items, e.g. walking sticks, boxes, trays, clocks.
Workplace procedures may relate to:	cost control process-specific procedures recycling reporting safety use of materials.
Safety requirements would be in accordance with:	Federal, State and Territory legislation, regulations and standards.
Organisation and maintenance of the work space may relate to:	dust extraction lighting process-specific procedures ventilation.
Assessing the capabilities of the techniques, tools and materials may involve:	experimenting directly with work in progress producing test pieces or samples systematically testing a range of processes.
Extending capabilities of techniques refers to:	exploring the potential of techniques and discovering new ways of using techniques.
The conceptual vision may be determined by:	elements and principles of design the relationship of the work to a theoretical and historical context the subject matter or theme for the wood objects, e.g. the body; identity; land and place; political, cultural, social issues; spiritual concerns.
Criteria for the selection of techniques may relate to:	access to materials, tools and equipment for the techniques consistency with the conceptual vision for the proposed wood objects ease of application of the techniques personal affinity with the techniques.
Within this unit the candidate would generally extend, build upon and combine a range of techniques which may include:	assemblage carving combining with other materials synthetic and/or natural jig making laminating of timber and timber products making mock-ups and prototyping
model making steam bending of timber timber preparation wood finishing wood turning wooden tool modification and/or making.
Planning the work may involve:	computer generated design diagrammatical representation drawing freehand full scale mock ups model making prototypes drawing directly onto wood.

Unit Sector(s)

Not Applicable

CUVVSP59B Research and experiment with techniques to produce wood objects

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units	It is highly recommended that this unit be assessed in conjunction with: CUVCOR04B Originate concept for own work and conduct critical discourse CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept CUVCOR13B Research and critically analyse history and theory to inform artistic practice. Depending on the context, combined assessment and/or training with a range of other units would also be appropriate, e.g.: CUVCRS14B Prepare, store and maintain finished work CUVCRS08B Document the work progress.

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1 Inform work through experimentation with techniques and media for the production of wood objects.	1.1 Evaluate the potential for new approaches to wood objects based on capabilities of techniques already used. 1.2 Select, adapt or introduce new materials, tools, equipment or technology for the achievement of different effects. 1.3 Extend the capabilities of techniques for the production of wood objects through experimentation to inform practice.
1.4 Take account of particular safety or environmental issues associated with the use of different techniques and media. 1.5 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property, moral rights and copyright requirements.
2 Develop and refine a conceptual vision for wood objects.	2.1 Develop a conceptual vision for wood objects based on a knowledge and understanding of different techniques. 2.2 Consider the criteria for selecting techniques, material, tools and equipment based on results of experimentation. 2.3 Establish criteria which are most likely to facilitate the achievement of the conceptual vision. 2.4 Select approach to work which meets established criteria. 2.5 Refine the conceptual vision based on ongoing experimentation and analysis of techniques for the production of wood objects.
3 Determine and organise resource requirements for new work.	3.1 Assess specific resource requirements which arise from the use of techniques and experimental approaches. 3.2 Research and access potential sources of supply for resources used in the production of wood objects. 3.3 Evaluate cost or other constraints which may impact on the development of work. 3.4 Set up or co-ordinate resource requirements in accordance with safety or other workplace requirements.
4 Realise wood objects.	4.1 Realise the wood objects using techniques and media selected from research and experimentation to meet the conceptual vision. 4.2 Evaluate and respond to the potential for changes in the use of techniques, materials, tools or equipment. 4.3 Refine the conceptual vision based on ongoing experiences with the production of work. 4.4 Use safe working practices throughout the production of wood objects. 4.5 Consider issues of presentation and take action accordingly.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills: research skills and sources of information to inform experimentation in the production of wood objects literacy skills sufficient to interpret information and material about the work of other artists who produce wood objects numeracy skills sufficient to evaluate resource costs and to calculate material quantities.
Required knowledge: the role of experimentation in developing and refining concepts for wood objects detailed knowledge of physical properties and capabilities of the range of materials, tools and equipment used in the production of wood objects the characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects formal elements and principles of design and how these may be used, adapted and challenged in the development of concepts for wood objects historical and theoretical contexts for wood objects and how this may be used to inform own artistic practice copyright, moral rights and intellectual property issues and legislation associated with wood objects sources of raw, part-processed and processed materials and other resources for the production of wood objects work space requirements for the production of wood objects, including selection and set up of work space for particular types of work environmental issues associated with the tools and materials used in the production of wood objects, including the potential issues associated with new approaches organisational and legislative occupational health and safety procedures in relation to the production of wood objects.

Evidence Guide

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit in this unit	The following evidence is critical to the judgement of competence in this unit: production of wood objects which demonstrate a highly developed command of the selected techniques and which is consistent with the conceptual vision in-depth knowledge of techniques, materials, tools and equipment and the ways they may be adapted and extended for the production of wood objects.
Context of and specific resources for assessment	The assessment context must provide for: evaluation of visual language and technical execution of work pieces produced by the candidate practical demonstration of skills using required tools, equipment and materials to produce multiple wood objects or a single major work.
Method of assessment	Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of work in progress, including exploration of and experimentation with techniques questioning and discussion about candidate's intentions and the work outcome verbal and written reports review of portfolios of evidence third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such a speakers of languages other than English, remote communities and those with interrupted schooling).
Assessment of this unit requires access to the materials and resources needed to produce wood objects.

Range Statement

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.
Wood objects may include:	carved panels, e.g. low or high relief, small or large scale, carved vessels furniture, hardware items, e.g. carved doors, windows and other architectural elements implements, e.g. tableware, including a range of flatware and bowls jewellery
musical instruments sculpture other functional items, e.g. clocks.
Within this unit the candidate would generally demonstrate a command of a broad range of techniques as the basis for experimentation and innovation. Techniques may include:	assemblage carving combining with other materials synthetic and/or natural digital techniques laminating manufacture of full scale mock ups model making production and use of jig prototyping simple marquetry steam bending welding (for metal elements) wood finishing wood turning wooden tool making.
Materials may include:	found objects and materials industrial/synthetic materials metals and alloys natural materials oxidising agents and other patina agents those required for assembling/joining wood and other materials, e.g. for binding wire, rope, string, thread, fibres those required for wood finishing, e.g. sandpapers, paints, glues, stains, lacquers those required for wood shaping and turning wood and wood products.
Tools and equipment may be fixed and may include hand and/or power tools for:	assembling wood and other materials carving and/or cutting wood and other materials, including wood engraving and branding tools metal working equipment and tools, e.g. welding equipment and tools protective clothing
shaping/turning wood and other materials, including jig steam bending equipment.
Other tools and equipment may include:	clamps electronic equipment, e.g. computer, printer, recording and projection equipment fastening and fitting tools measuring tools mechanised paint stirrers.
Extending capabilities through:	experimentation encourages the exploration of the full potential of the art form and involves innovation.
Particular safety or environmental issues may include:	Federal, State and Territory legislation, regulations and standards personal protection recycling safe disposal of waste.
Research may involve:	approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests seeking out information in books, journals, newspapers visiting exhibitions, museums.
Intellectual property, moral rights and copyright requirements may relate to:	extent to which the work may be used procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others.
The conceptual vision may be determined by:	elements and principles of design the relationship of the work to a theoretical and historical context the subject matter or theme for the wood objects, e.g. the body; identity; land and place; political, cultural, social issues; spiritual concerns.
Refining the conceptual vision may include:	adjustment to consideration of elements and principles of design adjustment to subject matter or theme
adjustment to utilise the extended capabilities of the technique no change.
Sources of supply may include:	commercial outlets found objects or materials manufacturing or factory waste nature.
Cost and other constraints may relate to:	availability of materials, tools and equipment budgeting sponsorship timeframe.
Workplace requirements may include:	dust extraction lighting process-specific requirements ventilation.
Issues of presentation may include:	availability of space cost practical considerations presentation context timeframe.
Taking action may involve:	deciding on presentation method seeking external assistance, e.g. installation, transport selecting and preparing work for presentation.

Unit Sector(s)

Not Applicable

HLTFA201A Provide basic emergency life support

Modification History

Unit Descriptor

This unit of competency describes the skills and knowledge required to recognise and respond to life threatening emergencies using basic life support measures only

Application of the Unit

The skills and knowledge described here enable a first aider to provide an initial response to an emergency in line with practised actions and Australian Resuscitation Council (ARC) Guidelines and/or state/territory regulations, legislation and policies and accepted industry guidelines

Application should be contextualised as required to reflect workplace and community requirements relating to specific risks and hazards and associated injuries

Licensing/Regulatory Information

Pre-Requisites

Employability Skills Information

The required outcomes described in this unit of competency contain applicable facets of Employability Skills

The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

Elements and Performance Criteria
Element	Performance Criteria
1	Respond in an emergency situation	1.1	Recognise emergency situation and identify hazards to health and safety of self and others
1.2	Minimise immediate risk to health and safety of self, casualty and others by isolating any hazard(s)
1.3	Assess casualty and identify injuries, illnesses and conditions
1.4	Assess the need for assistance
2	Apply identified first aid procedures	2.1	Reassure casualty in a caring and calm manner and make comfortable using available resources
2.2	Determine and explain the nature of casualty's injury/condition and relevant first aid procedures to provide comfort
2.3	Seek consent from casualty or significant other prior to applying first aid management
2.4	Respond to the casualty in a culturally aware, sensitive and respectful manner
2.5	Use identified first aid procedures as required in accordance with established first aid principles, policies and procedures, ARC Guidelines and/or state/territory regulations, legislation and policies and industry requirements
2.6	Use safe manual handling techniques as required
3	Communicate details of the incident	3.1	Request ambulance support and/or appropriate medical assistance according to relevant circumstances and using available means of communication
3.2	Accurately convey assessment of casualty's condition and first aid procedures undertaken to emergency services/relieving personnel
3.3	Calmly provide information to reassure casualty, adopting a communication style to match the casualty's level of consciousness
3.4	Provide reports, where applicable, in a timely manner, presenting all relevant facts according to established procedures
3.5	Maintain confidentiality of records and information in line with privacy principles and statutory and/or organisation policies
4	Evaluate own performance	4.1	Seek feedback from appropriate clinical expert
4.2	Recognise the possible psychological impacts on rescuers of involvement in critical incidents
4.3	Participate in debriefing/evaluation as appropriate to improve future response and address individual needs

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: Basic anatomy and physiology relating to: severe bleeding absence of signs of life: unconscious unresponsive not moving not breathing normally choking/airway obstruction shock First aid procedures for: bleeding control care of unconscious infection control as it relates to standard precautions airway management chest pain casualty with no signs of life shock respiratory distress, including asthma severe allergic reaction Chain of survival How to access emergency response support services/personnel Understanding of the use of an Automated External Defibrillator (AED), including when to use and when not to State/territory regulations, legislation and policies, ARC Guidelines and accepted industry practice relating to currency of skill and knowledge Privacy and confidentiality requirements Duty of care requirements Need to be culturally aware, sensitive and respectful Relevant workplace hazards Own skills and limitations Awareness of stress management techniques and available support
Essential skills: Ability to: Demonstrate first aid casualty management principles: assess and minimise danger check for response maintain casualty's airway, breathing and circulation. Assess vital signs and responses of casualty Demonstrate: safe manual handling of casualty. consideration of the welfare of the casualty correct procedures for CPR on a resuscitation manikin implementation of standard precautions Plan an appropriate first aid response in line with established first aid principles, policies and procedures, ARC Guidelines and/or state/territory regulations, legislation and policies and industry requirements and respond appropriately to contingencies in line with own level of skills and knowledge Call an ambulance and/or medical assistance, according to circumstances and report casualty's condition Identify and minimise hazards to health and safety of self and others in the immediate workplace or community environment Report details of emergency incident and first aid provided

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects of assessment:	Assessment must include demonstrated evidence of specified Essential Knowledge and Essential Skills identified in this competency unit Competence should be demonstrated working individually and, where appropriate, as part of a first aid team. Consistency of performance should be demonstrated over the required range of situations relevant to the workplace or community setting Currency of CPR knowledge and skills is to be demonstrated in line with state/territory regulations, legislation and policies, ARC and industry guidelines
Context and resources required for assessment:	For assessment purposes, demonstration of skills in CPR procedures requires using a model of the human body (resuscitation manikin) in line with Australian Resuscitation Council Guidelines
Access and equity considerations:	All workers in the health industry should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Range Statement

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. Add any 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.
Condition of the casualty must include, but is not limited to:	Severe bleeding Absence of signs of life: unconscious unresponsive not moving not breathing normally Choking/airway obstruction Severe allergic reaction
Identified first aid procedures must include:	Cardiopulmonary Resuscitation (CPR) Control severe bleeding Airway management Provide assistance with self-administered medications, such as auto-injector, puffer/inhaler in line with state/territory regulations, legislation and policies and any available medical/pharmaceutical instructions Care of the unconscious person
Resources and equipment may include:	First aid kit Resuscitation mask or barrier Casualty's medication Manikin AED (if available) Auto-injector Puffer/inhaler
A hazard is:	A source or situation with the potential for harm in terms of human injury or ill-health, damage to property, the environment, or a combination of these
Appropriate clinical expert may include:	Supervisor/manager Ambulance officer/paramedic Other medical/health worker

Unit Sector(s)

HLTFA301B Apply first aid

Modification History

Unit Descriptor

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

Application of the Unit

These skills and knowledge may be applied in a range of situations, including community and workplace settings

Training Package users should ensure implementation is consistent with any specific workplace and/or relevant legislative requirements in relation to first aid, including State/Territory requirements for currency

Application of these skills and knowledge should be contextualised as required to address specific industry, enterprise or workplace requirements and to address specific risks and hazards and associated injuries

A current Senior First Aid, Workplace Level 2 or Level 2 qualification may provide evidence of skills and knowledge required by this competency unit. However, as with all evidence of competence, evidence must be assessed against the requirements specified in the competency unit

Licensing/Regulatory Information

Pre-Requisites

Employability Skills Information

The required outcomes described in this unit of competency contain applicable facets of Employability Skills

The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

Elements and Performance Criteria
Element	Performance Criteria
1	Assess the situation	1.1	Identify assess and minimise hazards in the situation that may pose a risk of injury or illness to self and others
1.2	Minimise immediate risk to self and casualty's health and safety by controlling any hazard in accordance with occupational health and safety requirements
1.3	Assess casualty and identify injuries, illnesses and conditions
2	Apply first aid procedures	2.1	Calmly provide information to reassure casualty, adopting a communication style to match the casualty's level of consciousness
2.2	Use available resources and equipment to make the casualty as comfortable as possible
2.3	Respond to the casualty in a culturally aware, sensitive and respectful manner
2.4	Determine and explain the nature of casualty's injury/condition and relevant first aid procedures to provide comfort
2.5	Seek consent from casualty prior to applying first aid management
2.6	Provide first aid management in accordance with established first aid principles and Australian Resuscitation Council (ARC) Guidelines and/or State/Territory regulations, legislation and policies and industry requirements
2.7	Seek first aid assistance from others in a timely manner and as appropriate
2.8	Correctly operate first aid equipment as required for first aid management according to manufacturer/supplier's instructions and local policies and/or procedures
2.9	Use safe manual handling techniques as required
2.10	Monitor casualty's condition and respond in accordance with effective first aid principles and procedures
2.11	Finalise casualty management according to casualty's needs and first aid principles
3	Communicate details of the incident	3.1	Request ambulance support and/or appropriate medical assistance according to relevant circumstances using relevant communication media and equipment
3.2	Accurately convey assessment of casualty's condition and management activities to ambulance services /other emergency services/relieving personnel
3.3	Prepare reports as appropriate in a timely manner, presenting all relevant facts according to established procedures
3.4	Accurately record details of casualty's physical condition, changes in conditions, management and response to management in line with established procedures
3.5	Maintain confidentiality of records and information in line with privacy principles and statutory and/or organisation policies
4	Evaluate own performance	4.1	Seek feedback from appropriate clinical expert
4.2	Recognise the possible psychological impacts on rescuers of involvement in critical incidents
4.3	Participate in debriefing/evaluation as appropriate to improve future response and address individual needs

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: ARC Guidelines relating to provision of first aid as outlined Working knowledge of: basic principles and concepts underlying the practice of first aid procedures for dealing with major and minor injury and illness priorities of management in first aid when dealing with life threatening conditions basic occupational health and safety requirements in the provision of first aid infection control principles and procedures, including use of standard precautions chain of survival first Aiders' skills and limitations Understanding of the use of an Automated External Defibrillator (AED), including when to use and when not to First aid management of: abdominal injuries allergic reactions altered and loss of consciousness bleeding burns - thermal, chemical, friction, electrical cardiac arrest casualty with no signs of life chest pain choking/airway obstruction injuries: cold and crush injuries; eye and ear injuries; head, neck and spinal injuries; minor skin injuries; needle stick injuries; soft tissue injuries including sprains, strains, dislocations envenomation - snake, spider, insect and marine bites environmental impact such as hypothermia, hyperthermia, dehydration, heat stroke fractures medical conditions, including cardiac conditions, epilepsy, diabetes, asthma and other respiratory conditions near drowning poisoning and toxic substances (including chemical contamination) respiratory distress seizures shock stroke substance misuse - common drugs and alcohol, including illicit drugs Awareness of stress management techniques and available support Social/legal issues: duty of care need to be culturally aware, sensitive and respectful importance of debriefing confidentiality own skills and limitations
Essential skills: Ability to: Conduct an initial casualty assessment Plan an appropriate first aid response in line with established first aid principles, policies and procedures, ARC Guidelines and/or State/Territory regulations, legislation and policies and industry requirements and respond appropriately to contingencies in line with own skills Demonstrate correct procedures for performing CPR using a manikin, including standard precautions (i.e. as per unit HLTCPR201A Perform CPR) Apply first aid principles Infection control, including use of standard precautions Follow OH&S guidelines Demonstrate: safe manual handling consideration of the welfare of the casualty ability to call an ambulance site management to prevent further injury Provide assistance with self-medication as per subject's own medication regime and in line with State/Territory legislation, regulations and policies and any available medical/pharmaceutical instructions Administer medication in line with state/territory regulations, legislation and policies Prepare a written incident report or provide information to enable preparation of an incident report Communicate effectively and assertively in an incident Make prompt and appropriate decisions relating to managing an incident in the workplace Call an ambulance and/or medical assistance according to relevant circumstances and report casualty's condition Use literacy and numeracy skills as required to read, interpret and apply guidelines and protocols Evaluate own response and identify appropriate improvements where required

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. The evidence guide supplements assessment requirements that apply to all units in this Training Package. Users of this evidence guide should first read the package's assessment guidelines.
Critical aspects of assessment:	Assessment must include demonstrated evidence of specified Essential Knowledge and Essential Skills identified in this competency unit Competence should be demonstrated working individually and, where appropriate, as part of a first aid team Consistency of performance should be demonstrated over the required range of situations relevant to the workplace or community setting Currency of first aid knowledge and skills is to be demonstrated in line with State/Territory regulations, legislation and policies, ARC and industry guidelines
Context and resources required for assessment:	Skills in performing first aid procedures are to be assessed through demonstration, with questioning to confirm essential knowledge For assessment purposes, demonstration of skills in CPR procedures requires using a model of the human body (resuscitation manikin) in line with Australian Resuscitation Council Guidelines
Access and equity considerations:	All workers in the health industry should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Range Statement

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. Add any 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.
Contextualisation to address specific requirements may include:	Focus on first aid management of specific types of injury First aid provision under specific constraints or circumstances (e.g. in confined spaces, in maritime work environment or in work environment involving identified risks/hazards)
Established first aid principles include:	Preserve life Prevent illness, injury and condition(s) becoming worse Promote recovery Protect the unconscious casualty
Vital signs include:	Consciousness Breathing Circulation
A hazard is:	A source or situation with the potential for harm in terms of human injury or ill-health, damage to property, the environment, or a combination of these
Hazards may include:	Physical hazards Biological hazards Chemical hazards Hazards associated with manual handling
Risks may include:	Risks from equipment, machinery and substances Risks from first aid equipment Environmental risks Exposure to blood and other body substances Risk of further injury to the casualty Risks associated with the proximity of other workers and bystanders Risks from vehicles
Casualty's condition is managed for:	Abdominal injuries Airway obstruction Allergic reactions Altered and loss of consciousness Bleeding Burns - thermal, chemical, friction, electrical Chest pain/cardiac arrest Injuries: cold and crush injuries; eye and ear injuries; head, neck and spinal injuries; minor skin injuries; needle stick injuries; soft tissue injuries including sprains, strains, dislocations Near drowning Envenomation - snake, spider, insect and marine bites Environmental conditions such as hypothermia, hyperthermia, dehydration, heat stroke Fractures Medical conditions, including cardiac conditions, epilepsy, diabetes, asthma and other respiratory conditions No signs of life Poisoning and toxic substances (including chemical contamination) Respiratory distress/arrest Seizures Shock Stroke Substance misuse - common drugs and alcohol, including illicit drugs.
First aid management must take into account applicable aspects of:	The setting in which first aid is provided, including: workplace policies and procedures industry/site specific regulations, codes etc. OHS requirements state and territory workplace health and safety legislative requirements location and nature of the incident situational risks associated with, for example, electrical and biological hazards, weather, motor vehicle accidents location of emergency services personnel. The use and availability of first aid equipment and resources Infection control Legal and social responsibilities of first aider
Resources and equipment are used appropriate to the risk to be met and may include:	AED First aid kit Auto-injector Puffer/inhaler Resuscitation mask or barrier Spacer device
Communication media and equipment may include but are not limited to:	Telephones, including landline, mobile and satellite phones HF/VHF radio Flags Flares Two way radio Email Electronic equipment Hand signals
Appropriate clinical expert may include:	Supervisor/manager Ambulance officer/paramedic Other medical/health worker
Documentation may include:	Injury report forms Workplace documents as per organisation requirements
Documentation may include recording:	Time Location Description of injury First aid management Fluid intake/output, including fluid loss via: blood vomit faeces urine Administration of medication including: time date person administering dose Vital signs

Unit Sector(s)

HLTFA402B Apply advanced first aid

Modification History

Unit Descriptor

This unit deals with the provision of advanced first aid response, life support, management of casualty(s), the incident and other first aiders, until the arrival of medical or other assistance, and provision of support to other providers

This unit builds on HLTFA301B: Apply first aid to include additional skills and use of a range of equipment

Application of the Unit

Training Package users should ensure implementation is consistent with any specific workplace and/or relevant legislative requirements in relation to first aid, including State/Territory requirements for currency

Application of these skills and knowledge should be contextualised as required to address specific industry, enterprise or workplace requirements and to address specific risks and hazards and associated injuries

Licensing/Regulatory Information

Pre-Requisites

Employability Skills Information

The required outcomes described in this unit of competency contain applicable facets of Employability Skills

The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

Elements and Performance Criteria
Element	Performance Criteria
1	Assess the situation	1.1	Identify, assess and minimise hazards that may pose a risk of injury or illness to self and others
1.2	Assess risks to first aider and others and determine appropriate response to ensure prompt control of situation
1.3	Ascertain and prioritise need(s) for emergency services/medical assistance and undertake triage where required
1.4	Deploy resources to appropriate locations as required in line with workplace procedures
2	Manage the casualty(s)	2.1	Determine and explain the nature of casualty's injury/condition and relevant first aid procedures to provide comfort
2.2	Respond to the casualty in a culturally aware, sensitive and respectful manner
2.3	Seek consent for management of the casualty's injury/illness from person(s) where relevant
2.4	Determine and implement welfare procedure according to casualty(s) needs
2.5	Control effects of injury and determine and apply appropriate first aid management to meet the needs of the casualty and situation
2.6	Assist with self-medication in accordance with State/Territory regulations, legislation and policies and manufacturer's/supplier's instructions and subject to casualty's regime
2.7	Monitor casualty's condition and respond in a timely manner in accordance with effective first aid principles
2.8	Correctly operate basic life support equipment where appropriate according to relevant legislation and manufacturer's/supplier's instructions
2.9	Apply safety procedures for operation of pressurised gases
2.10	Use safe manual handling techniques
2.11	Finalise management according to casualty's needs and first aid principles
3	Coordinate first aid activities until arrival of medical assistance	3.1	Identify available resources required and establish communication links with appropriate personnel, emergency management services and medical assistance as appropriate
3.2	Deploy correct amount of resources to appropriate locations in an effective manner to ensure timely arrival of required resources
3.3	Document the provision of resources and recommend modifications as required
3.4	Monitor the condition of casualties in accordance with first aid principles and workplace procedures
3.5	Coordinate evacuation of casualties according to relevant evacuation procedures
3.6	Arrange support services for personnel involved in the incident in accordance with relevant principles and procedures
4	Communicate essential incident details	4.1	Maintain communication with relevant personnel using appropriate media and equipment
4.2	Communicate first aid information with other providers/carers as appropriate to meet their needs and in accordance with workplace procedures
4.3	Calmly provide information to reassure casualty, adopting a communication style to match the casualty's level of consciousness
4.4	Prepare an incident report in line with organisation requirements
4.5	Maintain confidentiality of records and information in line with privacy principles and statutory and/or organisation policies
5	Evaluate the incident	5.1	Evaluate management of the incident and where required develop an action plan in consultation with relevant parties
5.2	Participate in debriefing/evaluation in order to improve future operations and address individual's needs
5.3	Formulate and review contingency planning to identify and select alternative management principles and procedures as required

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: Working knowledge of: legal responsibilities and duty of care, including confidentiality basic anatomy (skeleton, muscles, joints, bones), physiology and toxicology ARC Guidelines and/or State/Territory regulations, legislation and policies relating to provision of first aid procedures for dealing with major and minor accidents in the workplace infection control principles and procedures, including using standard precautions how to gain access to and interpret material safety data sheets (MSDSs) company/organisation standard operating procedures (SOPs) priorities of management in first aid occupational health and safety requirements in the provision of first aid. capabilities of emergency management services first aiders' skills and limitations safe storage and handling procedures for pressurised gases advanced resuscitation techniques as per HLTFA404A Apply advanced resuscitation techniques First aid management procedures in accordance with ARC Guidelines, state/territory regulations, legislation and policies and organisation requirements for conditions identified in the Range Statement and including: use of AED, oxygen, bronchodilator spinal care management of anaphylactic shock reaction use of analgesic gases Incident management procedures: manual handling, hazardous substances, dangerous goods or chemicals basic triage for a multiple casualty incident safe access to the casualty awareness of confined spaces and dangerous places removal of casualty to safe area, if appropriate coordinate activities of other first aiders, if applicable First aid management procedures may also relate to emergency childbirth Complications and associated methods of management for conditions identified in the Range Statement State and territory regulatory requirements relating to currency of skill and knowledge Social issues, especially in particular workplace or community context(s) in which first aid is to be applied, including: importance of debriefing need to be culturally aware, sensitive and respectful confidentiality own skills and limitations Awareness of stress management techniques and available support Safety procedures for the operation of pressurised gases
Essential skills: Ability to: Manage specific injuries/illnesses and conditions as identified in the Range Statement for this competency unit Conduct an initial casualty assessment Plan an appropriate first aid response in line with established first aid principles, policies and procedures, ARC Guidelines and/or State/Territory regulations, legislation and policies and industry requirements and respond appropriately to contingencies in line with own skills Apply advanced resuscitation techniques as per HLTFA404A Apply advanced resuscitation techniques Use a range of first aid equipment as outlined in the Range Statement Demonstrate the application of first aid principles Comply with OHS legislation Provide assistance with self-medication as per subject's own medication regime and in line with State/Territory legislation, regulations and policies and any available medical/pharmaceutical instructions Administer medication in line with State/Territory regulations, legislation and policies and any available medical/pharmaceutical instructions Demonstrate: safe manual handling adequate infection control procedures consideration of the welfare of the casualty safe storage and handling procedures for pressurised gases Prepare a written incident report or provide information to enable preparation of an incident report Interpret and use listed documents Communicate effectively and assertively and show leadership in an incident Make prompt and appropriate decisions relating to managing an incident in the workplace Use literacy and numeracy skills as required to read, interpret and apply guidelines and protocols Call an ambulance and/or medical assistance according to relevant circumstances and report casualty's condition

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects of assessment:	Assessment must include demonstrated evidence of specified Essential Knowledge and Essential Skills identified in this competency unit Competence should be demonstrated working individually and, where appropriate, as part of a first aid team Consistency of performance should be demonstrated over the required range of situations relevant to the workplace or community setting Currency of first aid knowledge and skills is to be demonstrated in line with state/territory regulations, legislation and policies, ARC and industry guidelines
Method of assessment may include:	Skills in performing first aid procedures are to be assessed through demonstration, with questioning to confirm essential knowledge Skills may be assessed through simulations, using anatomical models, manikins or in a high fidelity simulation centre For assessment purposes, demonstration of skills in CPR procedures requires using a model of the human body (resuscitation manikin) in line with ARC Guidelines
Access and equity considerations:	All workers in the health industry should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Range Statement

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. Add any 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.
Contextualisation to address specific requirements may include:	Focus on first aid management of specific types of injury First aid provision under specific constraints or circumstances (eg. in confined spaces, in maritime work environment or in work environment involving identified risks/hazards)
First aid management must take into account:	Workplace policies and procedures Industry/site specific regulations, codes etc. OHS requirements State and territory workplace health and safety requirements
A hazard is:	A source or situation with the potential for harm in terms of human injury or ill-health, damage to property, the environment, or a combination of these
Hazards may include:	Physical hazards Biological hazards Chemical hazards Hazards associated with manual handling
Risks may include:	Risks from worksite equipment, machinery and substances Risks from first aid equipment (oxygen cylinders, AED) Environmental risks Exposure to blood and other body substances Risk of further injury to the casualty Risks associated with the proximity of other workers and bystanders Risks from vehicles Fallen power lines, step and touch potential
Casualty's condition is managed for:	Abdominal injuries Airway obstruction Allergic reactions Altered and loss of consciousness Bleeding Burns - thermal, chemical, friction, electrical Chest pain Injuries: cold and crush injuries; eye and ear injuries; head, neck and spinal injuries; minor skin injuries; needle stick injuries; soft tissue injuries including sprains, strains, dislocations Near drowning Envenomation - snake, spider, insect and marine bites Environmental conditions such as hypothermia, hyperthermia, dehydration, heat stroke Fractures Medical conditions, including cardiac conditions, epilepsy, diabetes, asthma and other respiratory conditions No signs of life Pain relief Poisoning and toxic substances (including chemical contamination) Respiratory distress Shock Seizures Stroke Substance misuse - all drugs and alcohol, including illicit drugs
First Aid management skills must include in accordance with ARC Guidelines, State/Territory regulations, legislation and policies and industry requirements:	Administration of analgesia CPR Infection control AED Identification and management of anaphylactic shock reaction in accordance with ARC Guidelines, State/Territory regulations, legislation and policies and industry requirements Oxygen administration
First aid management must account for:	Location and nature of the workplace Environmental conditions eg electricity (high or low voltage), biological risks, weather, motor vehicle accidents Location of emergency services personnel Number of casualties and potential casualties Use and availability of first aid equipment, resources and pharmaceuticals Types of dangers/risks to the casualty and any others in the vicinity of the situation Confined spaces, subject to industry need
Medications may include in accordance with ARC Guidelines, State/Territory regulations, legislation and policies and industry requirements:	Oxygen Analgesics Bronchodilators Casualty's own medications Auto-injectors
Resources and equipment are used appropriate to the risk to be met and may include:	Oxygen resuscitation/cylinders AED Thermometers Auto-injectors Back boards Stretchers Soft bag resuscitator First aid kit Casualty's medication Analgesic inhalers Analgesic gas equipment Resuscitation mask or barrier Spacer device Cervical collars
Information to be documented may include:	Time Location Description of injury First aid management Fluid intake/output, including fluid loss via: blood vomit faeces urine Administration of medication including: time date person administering dose Vital signs
Established first aid principles include:	Checking the site for danger to self, the casualty and others and minimising the danger Checking and maintaining the casualty's airway, breathing and circulation

Unit Sector(s)

HLTFA403A Manage first aid in the workplace

Modification History

Unit Descriptor

This unit addresses the establishment and maintenance of facilities to enable or facilitate the provision of appropriate first aid in the workplace

Application of the Unit

The skills and knowledge described in this competency unit are suitable for those in nominated workplace first aider roles

Training Package users should ensure implementation is consistent with any specific workplace and/or relevant legislative requirements in relation to OHS and provision of first aid

Application of these skills and knowledge should be contextualised as required to address specific industry, enterprise or workplace requirements and to address specific risks and hazards and associated injuries

Licensing/Regulatory Information

Pre-Requisites

Employability Skills Information

The required outcomes described in this unit of competency contain applicable facets of Employability Skills

The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements

Elements and Performance Criteria Pre-Content

Elements define the essential outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

Elements and Performance Criteria
Element	Performance Criteria
1	Establish a workplace first aid facility	1.1	Plan a first aid facility in the workplace to address workplace and legislative requirements
1.2	Identify potential workplace hazards and assess associated risks as a basis for determining first aid resource requirements
1.3	Identify and prepare first aid equipment and resources required to address identified workplace requirements
1.4	Identify personnel requirements in line with legislative and workplace requirements
1.5	Establish and maintain links with relevant first aid bodies and professional organisations to maintain currency in the field and for referral purposes
1.6	Access and provide information in the workplace to encourage risk minimisation and facilitate access to first aid facilities as appropriate
2	Manage a workplace first aid facility	2.1	Monitor and maintain availability of adequate resources to support workplace first aid response
2.2	Conduct regular inspections of stock and equipment to ensure currency and operational readiness in line with workplace requirements
2.3	Ensure equipment is recovered and reprocessed and that waste is disposed of safely according to legislative and workplace procedures
2.4	Ensure equipment and resources are stored and maintained in line with relevant legislation and manufacturer's/supplier's instructions
2.5	Contribute to the review of risks in the workplace and validation of organisation policies and procedures relating to the provision of first aid
2.6	Contribute to planning for response to major workplace incidents
2.7	Deploy appropriate equipment, resources and personnel to ensure timely and effective first aid response in line with workplace requirements
2.8	Use safe manual handling techniques
3	Manage workplace first aid records	3.1	Ensure documentation is completed as required according to legislation and workplace procedures
3.2	Maintain first aid records in line with legislative requirements and workplace security practices
3.3	Send relevant documents to appropriate bodies in line with workplace and legislative requirements
3.4	Maintain confidentiality of records and information in line with privacy principles and statutory and/or organisation policies
4	Evaluate the provision of first aid in the workplace	4.1	Evaluate management of workplace incidents and develop an action plan in consultation with relevant parties to improve first aid response in the workplace if required
4.2	Participate in debriefing/evaluation in order to improve future operations and address individual needs
4.3	Ensure first aid response is provided in a culturally aware, sensitive and respectful manner
4.4	Implement and evaluate workplace management procedures in accordance with risk assessment
4.5	Formulate and review contingency planning to identify and select alternative management principles and procedures as required

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: Working knowledge of: Legal responsibilities and duty of care Australian Resuscitation Council (ARC) Guidelines relating to provision of first aid Procedures for dealing with major and minor accidents in the workplace How to gain access to and interpret material safety data sheets (MSDSs) Company/organisation standard operating procedures (SOPS) Priorities of management in first aid Occupational health and safety requirements in the provision of first aid First aiders' skills and limitations in relation to first aid response in the workplace First aid risk assessment practices and procedures Safe storage and handling of medication in the workplace First aid equipment and resources to manage injuries and illnesses addressed in HLTFA301B: Apply first aid and HLTFA402B: Apply advanced first aid First aid management procedures for conditions identified in the Range Statement Infection control principles and procedures, including using standard precautions State/territory regulations, legislation and policies relating to: workplace first aid provision occupational health and safety requirements in the provision of first aid first aid training currency of first aid skills and knowledge Stress management techniques and available support Social issues, with particular reference to workplace culture, issues and resources and associated organisation requirements: importance of first aid response to be culturally aware, sensitive and respectful debriefing counselling procedures consent and confidentiality own skills and limitations
Essential skills: Ability to: Manage a first aid response in an identified workplace context Assess workplace first aid requirements Maintain first aid equipment and resources in operational condition Conduct an initial casualty assessment and prioritisation Conduct/review first aid risk assessment Plan an appropriate first aid response in line with established first aid principles, ARC Guidelines and/or State/Territory regulations, legislation and policies and respond appropriately to contingencies in line with own level of skills and knowledge Apply first aid principles in the workplace Implement OHS guidelines Demonstrate: safe manual handling adequate infection control procedures - use of standard precautions consideration of the welfare of casualties and first aiders incident management skills safe storage and handling procedures for pressurised gases safe storage and handling of medication in the workplace Interpret, use and maintain records of the range of documentation required by the workplace and regulatory authorities Communicate effectively and assertively and show leadership in an incident Use high level literacy and numeracy skills as required to read, interpret, address and communicate guidelines, protocols and reporting requirements Make prompt and appropriate decisions relating to managing an incident in the workplace

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects of assessment:	Assessment must include demonstrated evidence of specified Essential Knowledge and Essential Skills identified in this competency unit Consistency of performance should be demonstrated over the required range of situations relevant to the workplace Currency of first aid knowledge and skills is to be demonstrated in line with state/territory regulations, legislation and policies, ARC and industry guidelines
Interdependence of units:	Competence in this unit may be assessed individually or with other related competency units, such as: Occupational health and safety Risk assessment Emergency procedures
Access and equity considerations:	All workers in the health industry should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Range Statement

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. Add any 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.
Workplace first aid facility may involve:	First aid room/clinic First aid kits suited to specific workplace needs First aid equipment and resources Availability of personnel trained to provide first aid
Workplace first aid management must take into account:	Workplace policies and procedures Industry/site specific regulations, codes Workplace OHS requirements State and territory workplace health and safety legislative requirements
Workplace and legislative requirements for a first aid facility include:	State/territory regulations, legislation and policies Specific industry requirements, regulations and/or OHS issues Specific hazards present in the workplace Number of employees in the workplace Number of different workplace sites/locations Proximity to local services, including doctors, hospital, ambulance and other emergency services
First aid resources may include but are not limited to:	Non-consumables: Equipment, such as: oxygen resuscitation/cylinders AED thermometers auto-injectors back boards stretchers soft bag resuscitator first aid kit casualty's medication analgesic inhalers analgesic gas equipment resuscitation mask or barrier spacer device cervical collars Personal Protective Equipment Relevant texts and documentation, such as: Australian Resuscitation Council Guidelines first aid principles, policies and procedures reference materials including MSDSs, relevant Occupational Health and Safety Act and Regulations first aid code of practice/compliance codes workplace records and blanks Communication systems and equipment
First aid resources may include but are not limited to:	Consumables: First aid kits, including bandages, tape, scissors, splinter removers, antiseptic, eye management, disinfectants, resuscitation masks, emergency numbers and contacts, etc Dressings Ointments Cold packs Analgesics Splints Sharps disposal Bio-hazardous waste bags/bins Medical grade oxygen Bandages Medication Personal protective equipment Eye wash Disinfectants Bronchodilators
Workplace hazards and risks may include:	Hazards associated with workplace equipment, machinery, substances and processes Environmental risks Risks associated with first aid response involving: first aid equipment (oxygen cylinders, AED) exposure to blood and other body substances risk of further injury to the casualty risks associated with the proximity of other workers and bystanders
First aid bodies and professional organisations may include:	Australian Resuscitation Council (ARC) Support Groups Registered Providers/Authorities Emergency services
First aid management skills must include:	Administration of analgesic gases in accordance with ARC Guidelines, state/territory regulations, legislation and policies and industry requirements CPR Infection control AED (where available)
First aid management must account for:	Location and nature of the workplace Environmental conditions e.g. electricity, biological risks, weather, motor vehicle accidents Location of emergency services personnel Number of casualties and potential casualties Use and availability of first aid equipment, resources and pharmaceuticals Types of dangers/risks to the casualty and any others in the vicinity of the situation Confined spaces, subject to industry need
Documentation may include:	Incident/injury reports Casualty history forms Disease notification Workcover forms Medication registers Workers' compensation Day book Pre-participation records (sport) Medical histories Management records Stock records Infection control records Training records First aid risk assessment

Unit Sector(s)

ICAA5138B Determine acceptable developers for projects

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit defines the competency required to ensure that development projects are contracted to developers who are credible and able to accomplish the task within the confines of the mutually agreed parameters of the project. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Specify development requirements	1.1. Prepare and document clear specifications for the project 1.2. Submit specifications to appropriate person for sign-off and authority to contract developers 1.3. Prepare request for tender document if appropriate, using specifications 1.4. Prepare and document agreed selection guidelines
2. Identify potential developers	2.1. Investigate potential developers in line with organisational guidelines 2.2. Request development quotes from potential developers 2.3. Assess submitted quotes against selection guidelines and make a shortlist of potential developers, where appropriate
3. Select a potential developer	3.1. Assess the capability of developers to do the project work 3.2. Confirm that potential developers understand the scope of the work to be undertaken 3.3. Conduct a due diligence check where appropriate and assess the quality of developers 3.4. Select appropriate developers using selection criteria 3.5. Inform developers of their selection according to organisational guidelines
4. Sign off the selection process	4.1. Prepare contract for signing according to enterprise procedures 4.2. Sign contract and prepare developers to commence work according to contract

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Preparing contracts Preparing tender documentation Assessing learners Applying selection guidelines to determine the successful developer
Required knowledge
Writing technical specifications and requirements Business liaison Business negotiation Industry standards Website navigation E-commerce standards Australian Computer Society Code of Ethics

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: Assessment must confirm that learners can systematically select professional and skilled providers/developers who can successfully complete the required development project. To demonstrate competency in this unit the learner will require access to: Selection policies Procurement policies E-business plan
Context of and specific resources for assessment	Selection and assessment of solution providers is essential for maintaining organisational systems. Special care should be exercised to ensure appropriate solutions providers have the skills, depth of capability and support. Identifying appropriate organisation to meet these needs involves analysis and recording of objective evidence across a broad range of technical and/or managerial operations. The breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination would be characteristic. Assessment must ensure: 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 development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may also be involved.
Method of assessment	The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1. Competency in this unit should to be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency. Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended An individual demonstrating this competency would be able 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/or 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 Maintain knowledge of industry products and services

Range Statement

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.
Project may include:	a total organisational change a systems-only change a business improvement process an e-business solution involving the total organisation or part of the organisation
Appropriate person may include:	supervisor teacher authorised business representative client
Organisational guidelines may include but not limited to:	personal use of emails and internet access content of emails downloading information and accessing particular websites opening mail with attachments virus risk dispute resolution document procedures and templates, communication methods financial control mechanisms
Developers may include:	internal or external sources of expertise, including solution providers, contractors, consultants, analyst/programmer or employees
Due diligence	Depends on the importance of the development; the greater the importance the more detailed the due diligence check. Items covered include: Obtaining referees of previous clients Identifying the work of the developer to be employed Conducting a check of reputation in the industry Checking with appropriate quality and industry bodies Checking for vendor certification Checking membership of professional bodies Checking the developer's website and checking their 'seal of trust' credentials
Selection criteria	In government organisations there may be well-defined tender processes that have to be followed. In other organisations there may be no procedure, with tender handled differently. Different methods may include one or several of the following: Registration of interest (ROI) Request for information (RFI) Request for proposal (RFP) The above approaches could involve advertising to the open market, existing relationships or preferred supplier lists. This may also be done by advertising, cold calling, responding to advertisements, on-line searching, getting recommendation from someone trusted, extending an existing relationship or identifying a well-designed e-business site and finding the developers

Unit Sector(s)

Unit sector	Analyse and Design

Co-requisite units

Co-requisite units

Competency field

Competency field

ICAD4217B Create technical documentation

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit defines the competency required to create technical documentation that is clear to the target audience and easy to navigate. The following units are linked and form an appropriate cluster: ICAA4041C Determine and confirm client business expectations and needs ICAW4027B Relate to clients on a business level No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Identify and analyse documentation needs	1.1. Consult with the client to identify documentation requirements 1.2. Interpret and evaluate documentation requirements and confirm details with the client 1.3. Investigate industry and documentation standards for requirements 1.4. Define and document the scope of work to be produced 1.5. Consult with the client to validate and confirm the scope of work
2. Design documentation	2.1. Identify information requirements with reference to layout and document structure 2.2. Create document templates and style guides consistent with information requirements 2.3. Conduct a review of the system in order to understand its functionality 2.4. Extract content that meets information requirements in accordance with relevant copyright restrictions 2.5. Develop the structure of the technical documentation giving focus to the flow of information, style, tone and content format 2.6. Validate the technical documentation structure with the client
3. Develop documentation	3.1. Write technical documentation based on the template and scope of work using the information gathered 3.2. Translate technical terminology into plain English where appropriate 3.3. Apply content format and style in accordance with relevant documentation standards and templates
4. Evaluate and edit documentation	4.1. Submit technical documentation to appropriate person for review 4.2. Gather and analyse feedback 4.3. Incorporate alterations into the technical documentation 4.4. Edit the technical documentation for technical and grammatical accuracy
5. Prepare documentation for publication	5.1. Check that the completed technical documentation meets client requirements and scope of work 5.2. Submit the technical documentation to appropriate person for approval 5.3. Prepare the technical documentation for publication and distribution utilising appropriate channels

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
The use of word processing software and multimedia authoring tools Identifying target audiences Analysing audience needs Identifying relevant content Determining appropriate content, formats and styles Writing content
Required knowledge
Content features, such as clarity and readability Instructional design principles Functions and features of templates and style guides Document design, web design and usability

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: Assessment must confirm the ability to create technical documentation that meets business requirements, caters for a diverse readership, is clear to the target audience and easy to navigate To demonstrate competency in this unit the person will require access to: Technical specifications Documentation standards
Context of and specific resources for assessment	Technical documentation provides a record of the functionality and processing of a system, program, network or application. The technical documentation should document how the system, program, network or application is structured, how it works and changes that have been made to it. The breadth, depth and complexity of knowledge and skills in this competency 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 would be involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Assessment must ensure: 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 provision of some leadership and guidance to others in the application and planning of the skills would be characteristic. Applications may involve responsibility for, and limited organisation of, others.
Method of assessment	The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1. Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency. Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: ICAA4041CDetermine and confirm client business expectations and needs ICAW4027B Relate to clients on a business level An individual demonstrating this competency would be able 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 Maintain knowledge of industry products and services

Range Statement

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.
Client may include but is not limited to:	internal departments external organisations individual people internal employees
Requirements may be in reference to:	business system application organisational policies network people in the organisation
System may include but is not limited to:	network application software business computers financial system management system information system
Technical documentation may include:	system or project specifications system design system functionality reports help references technical manuals operational procedures training materials self-paced tutorials on-line help user guides brochures
Appropriate person may include:	supervisor teacher authorised business representative client
Channels may include:	text audio animation and graphics provided through books manuals CD-ROMs DVDs computer-based tutorials help screens the world wide web
Content may include information and interactive features, such as:	product information company information copyright and disclaimer notices site map frequently asked questions what's new customer-specific information customer only information error messages instructions feedback mechanisms reference pages forms background articles ratings/rankings/testimonials/quotes from reviews hyperlink titles
Documentation standards	May include but are not limited to policy relating to sign-off, storage, distribution, revision. May include ISO/IEC/AS standards, organisational standards, audit trails, naming conventions, version control, project management templates and report writing principles (for further information refer to the Standards Australia website at: www.standards.com.au )

Unit Sector(s)

Unit sector	Documentation

Co-requisite units

Co-requisite units

Competency field

Competency field

ICAD5092B Update and document operational procedures

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit defines the competency required to assess, update and document the operational procedures required to use the system. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units
ICAD4217B	Create technical documentation
ICAD3218B	Create user documentation

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Assess technical and user documentation	1.1. Review current versions of technical and user documentation 1.2. Compare accuracy of technical and user documentation with current system functionality 1.3. Identify and document inaccuracies in the documentation
2. Update procedures	2.1. Determine operational procedure requirements using review outcomes 2.2. Develop/update operating procedures for the system 2.3. Submit proposed operating procedures to appropriate person
3. Update documentation	3.1. Review feedback and make appropriate changes 3.2. Update technical and user documentation to incorporate changes 3.3. Submit technical and user documentation to appropriate person for final approval 3.4. Distribute technical and user documentation as agreed with appropriate person

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Plain English literacy and communication skills in relation to analysis, evaluation and presentation of information (e.g. when validating documentation, and when specific procedures are identified and reviewed with front-line staff using techniques appropriate to the project or company requirements) Teamwork skills that involve the contribution to solutions and goals of a non-routine or contingency nature (e.g. when specific procedures are identified and reviewed with front-line staff using techniques appropriate to the project or company requirements) Report writing skills for business, requiring depth in some areas, and analysis and evaluation of information in a defined range of areas Media development application skills (e.g. when documentation is distributed to the operational area in accordance with organisation standards and procedures)
Required knowledge
Documentation standards and tools (e.g. when determining procedural areas to document) Client business domain (e.g. when determining procedural areas to document) Role of stakeholders and the degree of stakeholder involvement (e.g. when possible areas requiring new and/or revised procedures are identified with system developers and/or client users) Current industry-accepted hardware and software products, with broad knowledge of general features and capabilities and detailed knowledge in some areas Current business practices in relation to preparing reports (e.g. when validating documentation)

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: Assessment must confirm ability to manage the production of clear, easy-to-read procedures conforming with required standards for the utilisation of the specified system. To demonstrate competency in this unit the person will require access to: System or project related documentation Staffing resources Documentation tools
Context of and specific resources for assessment	Operational procedures underpin the performance of an organisation. Without operational procedures the risk of system breakdown is increased and even increased if the system connects to wide area network or the internet. The breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination would be characteristic. Assessment must ensure: 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 development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may also be involved.
Method of assessment	The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1. Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency. Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended An individual demonstrating this competency would be able 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/or 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 Maintain knowledge of industry products and services

Range Statement

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.
Technical and user documentation may include:	system or project specifications system design system functionality reports help references technical manuals operational procedures training materials and self-paced tutorials on-line help user guides brochures
System may include but is not limited to:	networks software databases applications servers operating systems gateways
Appropriate person may include:	supervisor teacher authorised business representative client

Unit Sector(s)

Unit sector	Documentation

Co-requisite units

Co-requisite units

Competency field

Competency field

ICAI3020B Install and optimise operating system software

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit defines the competency required to install operating system software and to make adjustments as a means of optimising the system to accommodate business and client needs. The following units are linked and form an appropriate cluster: ICAS3024B Provide basic system administration ICAT3025B Run standard diagnostic tests

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine function of operating systems	1.1. Identify and demonstrate understanding of the purposes of the operating system 1.2. Distinguish between batch system, real-time system, multi-tasking system 1.3. Identify and demonstrate understanding of the basic functions of operating system, including file system, memory management, process scheduling 1.4. Identify and demonstrate management of virtual memory
2. Obtain operating system	2.1. Contact operating system vendors to obtain technical specifications and system requirements 2.2. Document adjustment recommendations and provide to appropriate person 2.3. Determine and apply knowledge of licensing, hardware and security requirements
3. Install, configure and optimise operating system	3.1. Install, configure and test the operating system software in accordance with installation procedures and organisational requirements 3.2. Optimise the system to meet organisational requirements 3.3. Document the system according to organisational requirements 3.4. Install the operating system with minimal disruption to client or users
4. Provide instruction to meet new software requirements	4.1. Provide one-to-one instruction about changes to the client or users as required 4.2. Obtain client evaluation about new system to ensure requirements are met, using appropriate feedback mechanism

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Problem solving skills for a defined range of predictable problems Plain English literacy and communication skills in relation to analysis, evaluation and presentation of information Report writing skills for business, requiring depth in some areas, analysis and evaluation of information in a defined range of areas Strong interpersonal skills for team work and responsible workplace interactions Software installation and configuration Questioning and active listening for conveying and clarifying information Literacy skills in regard to interpretation of technical computer installation manuals Use of diagnostic tools
Required knowledge
Organisational and technical systems Detailed knowledge of the system's current functionality Functions and features of operating systems used by the organisation Set-up and configuration procedures Current industry-accepted hardware and software products, with broad knowledge of general features and capabilities and detailed knowledge in some areas Software packages supported by the organisation Prerequisites for system software installation Vendor specifications and requirements for installation Broad knowledge of incorporating systems software Broad general knowledge of systems diagnostic software

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: Assessment must confirm the ability to install and improve system performance with minimum disruption to clients. To demonstrate competency in this unit the person will require access to: Personal computer/workstation Operating System software and technical documentation
Context of and specific resources for assessment	The breadth, depth and complexity of knowledge and skills in this competency 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. Assessment must ensure: 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 section of equipment, services or contingency measures and within known time constraints would be characteristic. Applications may involve some responsibility for others. Participation in teams including group or team coordination may be involved.
Method of assessment	The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1. Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency. Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: ICAS3024B Provide basic system administration ICAT3025B Run standard diagnostic tests An individual demonstrating this competency would be able 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 Maintain knowledge of industry products and services

Range Statement

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.
Operating System may include but is not limited to:	Linux 7.0 or above Windows 2000 or above Apple OS X or above
Appropriate person may include:	supervisor teacher authorised business representative client
Software may include but is not limited to:	operating systems, including standalone personal computer systems and network operating systems; commercial software applications; organisation-specific software; word processing, spreadsheet, database, graphic, mail, communication packages and presentation functionalities
Feedback mechanism may include:	surveys questionnaires interviews meetings
Organisational requirements may include but are not limited to:	Availability of system to be optimised Level of complexity of technical manuals In-house or vendor; contracting arrangements relating to IT purchasing Client support documentation IT policy and procedures relating to service levels and installation
Client may include:	a person within a department a department within the organisation a third party

Unit Sector(s)

Unit sector	Implement

Co-requisite units

Co-requisite units

Competency field

Competency field

ICAI3021B Connect internal hardware components

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit defines the competency required to modify and connect system hardware components according to client and user requirements. The following units are linked and form an appropriate cluster: ICAS3115B Maintain equipment and software in working order ICAT3025B Run standard diagnostic tests

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine new components required	1.1. Identify and clarify user component requirements according to organisation guidelines 1.2. Organise and record user component requirements, pass onto appropriate person for evaluation and vendor selection
2. Obtain components	2.1. Contact vendors to obtain technical specifications for the proposed components 2.2. Assess the options and provide recommendations to the appropriate person for final analysis 2.3. Obtain components in preparation for installation
3. Install components	3.1. Develop plans, with prioritised tasks and contingency arrangements, for the installation of selected components with minimum disruption to clients 3.2. Liaise with appropriate person to obtain approval for the plans 3.3. Install and configure components according to plan, in accordance with installation procedures and organisational requirements 3.4. Test components for error-free performance, utilising available technology 3.5. Identify and resolve identified problems 3.6. Test and enhance system performance, using knowledge of the system, to meet organisational benchmarks 3.7. Document the installation and configuration process according to organisation guidelines
4. Provide instruction on use of modified system	4.1. Undertake one-to-one instruction on use of modified system with client or user in a manner that is appropriate to the audience
5. Evaluate modified system	5.1. Collect client or user feedback and analyse against client requirements 5.2. Correct identified shortcomings in the system and record actions

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Problem solving skills for a defined range of unpredictable problems Language, literacy and communication skills necessary to process and present written and verbal information to a diverse range of people Interpersonal skills Report writing skills for business Investigation skills for determining requirements Analysis and evaluation of information in a defined range of areas Questioning and active listening for a range of client/vendor levels Customer service for internal and external clients Ability to undertake one-to-one instruction Literacy skills in regard to interpretation of technical computer installation manuals
Required knowledge
Detailed knowledge of the system's current functionality Current industry-accepted hardware and software products, with broad knowledge of general features and capabilities and detailed knowledge in some areas Vendor specifications and requirements for component installation Set-up and configuration procedures Detailed knowledge of areas of the operating system relevant to configuration and testing Detailed knowledge of installation procedures Broad knowledge of systems diagnostic software

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: Assessment must confirm the ability to ascertain and meet client requirements for modification of a system's hardware. An ability to plan the modification and to connect the internal hardware components according to vendor and technical specifications is essential. Installation of components must be across a variety of situations and include unexpected contingencies. To demonstrate competency in this unit the person will require access to: Hardware components Hardware system (e.g. subject personal computer, for installation of hardware components) Technical manuals and tools
Context of and specific resources for assessment	The careful planning and promotion of hardware upgrades and changes is critical to the effective support of business functions. Hardware modifications need to be risk managed similar to other business processes. The effective management and execution of the component maintenance and replacement process may significantly determine the amount of down time a company encounters. The breadth, depth and complexity of knowledge and skills in this competency 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. Assessment must ensure: 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 section of equipment, services or contingency measures and within known time constraints would be characteristic. Applications may involve some responsibility for others. Participation in teams including group or team coordination may be involved.
Method of assessment	The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1. Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency. Evidence for assessment from industry or vendor certified training may be presented for the whole or part of this unit depending on the range of variables and performance criteria. Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: ICAS3115B Maintain equipment and software in working order ICAT3025B Run standard diagnostic tests An individual demonstrating this competency would be able 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 Maintain knowledge of industry products and services Additionally, an individual demonstrating this competency would be able to: Install hardware components safely Keep appropriate records of changes to hardware Apply hardware solutions to a variety of predictable problems Interpret available information from hardware vendors and request clarification where needed Take responsibility for hardware-related outputs

Range Statement

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.
Components may include:	Motherboards CMOS battery central processing unit (CPU) CD and DVD drives interface cards drives fax/modem cards RAM upgrades CPU upgrades
Organisational guidelines may include but are not limited to:	personal use of emails and internet access content of emails downloading information and accessing particular websites opening mail with attachments virus risk dispute resolution document procedures and templates communication methods financial control mechanisms
Organisational requirements may include but is not limited to:	how and what the organisation wants in regard to work environment problem solution processes preventative maintenance and diagnostic policy roles and technical responsibilities in the IT department vendor and product service-level support agreements
Appropriate person may include:	supervisor teacher authorised business representative client
Client may include:	a person within a department a department within the organisation a third party

Unit Sector(s)

Unit sector	Implement

Co-requisite units

Co-requisite units

Competency field

Competency field

ICAI3101B Install and manage network protocols

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit defines the competency required to install and manage network protocols in a networking environment. The following units are linked and form an appropriate cluster: ICAS3121B Administer network peripherals ICAS3031B Provide advice to clients ICAS3024B Provide basic system administration ICAS3032B Provide network systems administration ICAS3120C Configure and administer a network operating system ICAT3025B Run standard diagnostic tests

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Install and manage network protocols	1.1. Select, test and validate appropriate network protocol services 1.2. Design a network addressing system, with subnet and host IDs, including appropriate devices 1.3. Configure hosts and workstations to use IP addresses either manually or through automatic allocation of addresses, such as found with dynamic host configuration protocol (DHCP)
2. Identify network protocol applications	2.1. Identify a range of well-known network protocol applications 2.2. Evaluate client user requirement and recommend network protocol services 2.3. Apply IP addressing scheme according to approved polices and procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Plain English literacy and communication skills in relation to dealing with clients and team members Problem solving skills for a defined range of network functions, problems involving participation in developing strategic initiatives (e.g. when designing a network addressing system with subnet and host IDs, and when using appropriate devices, such as gateways, routers or emulations) Report writing skills for business, requiring depth in some areas, analysis and evaluation of information in a defined range of areas Project planning skills in relation to set benchmarks and identified scope (e.g. when designing network addressing system with subnet and host IDs, using appropriate devices, such as gateways, routers or emulations)
Required knowledge
Current industry-accepted hardware and software products, with broad knowledge of general features and capabilities Broad general knowledge of the client business domain, business function and organisation (e.g. when installing network protocol applications) Communications technologies, with broad knowledge of general features and capabilities incorporating substantial depth in some areas Substantial knowledge of network protocols (e.g. when installing and configuring network protocol environment) Broad knowledge of vendor product range and development directions

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: Assessment must confirm knowledge of network protocols and how this knowledge can be used internally and to facilitate interconnectivity. Assessment must confirm the ability to install and manage network protocols in a network, including troubleshooting procedures. To demonstrate competency in this unit the person will require access to: Live network Networked computers
Context of and specific resources for assessment	The breadth, depth and complexity of knowledge and skills in this competency 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. Assessment must ensure: 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 section of equipment, services or contingency measures and within known time constraints would be characteristic. Applications may involve some responsibility for others. Participation in teams including group or team coordination may be involved.
Method of assessment	The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1. Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency. Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: ICAS3121B Administer network peripherals ICAS3031B Provide advice to clients ICAS3024B Provide basic system administration ICAS3032B Provide network systems administration ICAS3120C Configure and administer a network operating system ICAT3025B Run standard diagnostic tests An individual demonstrating this competency would be able 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 Maintain knowledge of industry products and services

Range Statement

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.
Devices may include but is not limited to:	gateways routers emulators
Network may include but is not limited to:	large and small local area networks (LANs) wide area networks (WANs) Virtual Private Networks (VPNs) wireless local area networks (WLANs)
Applications may include but are not limited to:	secure shell Telnet (not secure) file transfer protocol (FTP) simple mail transfer protocol (SMTP) hypertext transfer protocol (HTTP) hypertext transfer protocol secure (HTTPS) secure socket layer (SSL)
Network protocol services	Some organisations may use a wide range of protocols while others a few or none at all, though more and more companies are using a large number of protocols: TCP/IP Hypertext transfer protocol (HTTP) Simple network management protocol (SNMP) H.323 protocol Internet protocol (IP) Electronic mail protocols Address resolution protocol (ARP) Wireless application protocol (WAP) Dynamic host configuration protocol (DHCP) Simple object access protocol (SOAP) Internet protocol version 6 (IPv6) File transfer protocol (FTP)

Unit Sector(s)

Unit sector	Implement

Co-requisite units

Co-requisite units

Competency field

Competency field

ICAI4029B Install network hardware to a network

Modification History

Not Applicable

Unit Descriptor

Not Applicable

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Not Applicable

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

Not Applicable

Required Skills and Knowledge

Not Applicable

Evidence Guide

Not Applicable

Range Statement

Not Applicable

Unit Sector(s)

Not Applicable

ICAI4030B Install software to networked computers

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit defines the competency required to plan, manage and support the installation of new or upgrade software to networked computers according to vendor and organisation specifications. The following units are linked and form an appropriate cluster: ICAA4041C Determine and confirm client business expectations and needs ICAD4043B Develop and present a feasibility report ICAS4023B Provide one to one instruction ICAS4127B Support system software ICAS4108B Complete database back up and recovery

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine software requirements	1.1. Identify, clarify and organise software requirements following specified guidelines 1.2. Evaluate requirements in line with existing application, operating system, organisational guidelines, corporate purchasing, licensing arrangements and budget
2. Obtain software	2.1. Contact relevant vendors to obtain technical specifications for required software 2.2. Assess the options and provide recommendations to appropriate person for final analysis 2.3. Determine and record relevant licensing requirements and security issues
3. Install software	3.1. Develop plans, with prioritised tasks and contingency arrangements, for the installation of the selected software to network and networked computers with minimum disruption to client, including the management of existing data 3.2. Install and configure the software in accordance with installation procedures, organisational guidelines and plans 3.3. Test the installed software and system for error-free performance, identifying and resolving problems 3.4. Document the installation and configuration process according to organisational guidelines 3.5. Store the software licences and manuals according to organisational guidelines
4. Determine and provide instruction and support	4.1. Identify and document the client instruction requirements 4.2. Undertake one-to-one instruction with the client or user in a manner suitable to the audience 4.3. Refer group training requirements to the appropriate person 4.4. Gather and evaluate client and user feedback to ensure training and support requirements are met

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Using software packages Configuring services on networked computers Solving problems related to installation of software Evaluation and report writing skills Literacy in general and technical workplace documentation Solving network problems related to installation of software
Required knowledge
Detailed knowledge of the system's current functionality Broad general knowledge of organisational contracting procedures and responsibilities Broad knowledge of organisational security procedures Broad knowledge of network linkages Detailed general knowledge of relevant configuration procedures Broad knowledge of the operating system, with detailed knowledge in some areas Broad knowledge of current industry-accepted network protocols Broad knowledge of current industry-accepted network hardware and software products

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: Assessment must confirm the ability to ascertain and meet client requirements for installation and upgrade of software. Assessment must confirm the ability to plan, manage and support the installation of software to networked computers and to sustain network performance according to organisational and technical specifications. Installation and upgrade of software must be across a variety of situations and include unexpected contingencies. To demonstrate competency in this unit the person will require access to: Software to be installed Networked computers Organisational guidelines Live network
Context of and specific resources for assessment	Installing networked software can be complex particularly for specialist areas, such as Linux Terminal Services. Configuration files need to be closely checked for compliance with hardware (e.g. monitors and printers) and other system software. The effective management and support of the software installation process are critical project management tasks in the context of ensuring minimal client disruption and the need for continuing network operation in a business context. The breadth, depth and complexity of knowledge and skills in this competency 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 would be involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Assessment must ensure: 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 provision of some leadership and guidance to others in the application and planning of the skills would be characteristic. Applications may involve responsibility for, and limited organisation of, others.
Method of assessment	The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1. Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency. Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: ICAA4041C Determine and confirm client business expectations and needs ICAD4043B Develop and present a feasibility report ICAS4023B Provide one-to-one instruction ICAS4127B Support system software ICAS4108B Complete database back-up and recovery An individual demonstrating this competency would be able 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 Maintain knowledge of industry products and services

Range Statement

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.
Software may include but is not limited to:	commercial software applications; organisation-specific software; word processing, spreadsheet, database, graphic, mail, communication packages and presentation functionalities; nature of licence
Requirements may be in reference to:	business system application network people in the organisation
Application	May include but is not limited to commercial software applications; organisation-specific software; word processing, spreadsheet, database, graphic, communication packages; and presentation functionalities. May include presentation applications contained in: Microsoft Office, Lotus Suite, Claris Works, Star Office or other similar applications
Operating System may include but is not limited to:	Linux 6.0 or above Windows 98 or above Apple OS 8 or above Note: The use of operating system in this unit is in the context of the pre-existing system and may therefore not be current industry version. Preference is for Linux 7.0 or above, Windows 2000 or above, Apple OS X or above.
Appropriate person may include:	supervisor teacher authorised business representative client
Network may include but is not limited to:	large and small LANs WANs the internet the use of the PSTN for dial-up modems only private lines data voice
Computer may include:	laptops workstations servers other devices
Organisational guidelines may include but are not limited to:	personal use of emails and internet access content of emails downloading information and accessing particular websites opening mail with attachments virus risk dispute resolution document procedures and templates communication methods financial control mechanisms.
Client may include but is not limited to:	internal departments external organisations individual people internal employees

Unit Sector(s)

Unit sector	Implement

Co-requisite units

Co-requisite units

Competency field

Competency field

ICAI4097B Install and configure a network

Modification History

Not Applicable

Unit Descriptor

Not Applicable

Application of the Unit

Not Applicable

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Not Applicable

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

Not Applicable

Required Skills and Knowledge

Not Applicable

Evidence Guide

Not Applicable

Range Statement

Not Applicable

Unit Sector(s)

Not Applicable

ICAI5212B Implement quality assurance process for websites

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit defines the competency required to develop and conduct a planned and systematic pattern of actions required to provide adequate confidence that websites conform to relevant standards and fulfil the client expectations.

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Establish standards	1.1. Identify appropriate regulatory, accessibility, industry and organisational compliance standards 1.2. Develop, quantify, document and disseminate measurable performance standards, from the standards identified above, for all documents 1.3. Establish a centralised, distributed or combined quality assurance methodology 1.4. Determine the specification from which the website was developed 1.5. Establish guidelines for controlling, updating and loading new content onto the website
2. Apply standards and track performance	2.1. Apply all processes as an integral part of the website development process 2.2. Validate site, all updates and new content against performance standards, using a wide variety of browsers and tools 2.3. Document and disseminate results 2.4. Provide feedback to web authors, users and administrators on a routine and regular basis
3. Develop and apply continuous improvement process	3.1. Provide performance standards feedback to developers, maintainers and/ or administrators 3.2. Identify below-average or unacceptable performance standards and apply appropriate measures in order to improve performance 3.3. Provide channels for interaction, feedback and suggestions from site users, administrators, developers and maintainers 3.4. Conduct responses to interaction, feedback and suggestion providers 3.5. Develop procedures to identify whether feedback and suggestions are applied and acted upon 3.6. Conduct regular benchmark reviews based on improved performance and disseminate revised benchmarks
4. Document quality assurance practices	4.1. Document quality assurance procedures and processes 4.2. Document quality assurance results 4.3. Document and control changes to procedures, processes and results

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Website development Website analysis for compliance to legislation and best practice Technical test design to improve the design and maintenance processes and to ensure that all the client's elements are incorporated into the design Test implementation of the website Test evaluation Evaluation feedback Evaluation analysis
Required knowledge
Website architecture and website security Workload metrics and technical performance measurement Business process design and customer and business liaison Website accessibility and equity legislation Copyright and intellectual property Provisions of relevant privacy legislation

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: Assessment must confirm the competency to identify, establish and implement appropriate quality assurance standards to the website. A continuous improvement process must also be developed and implemented. Standards should be quantitative and applied universally wherever possible. Quality assurance standards should be well documented and disseminated. To demonstrate competency in this unit the person will require access to: Web servers E-business website Analysis software Automatic testing software Documentation for appropriate regulatory, industry compliance and accessibility standards
Context of and specific resources for assessment	This unit looks at the overarching quality assurances processes that impact the design, development and maintenance of a website. Procedures are examined and if necessary, modified in order to quality assure the subject website to appropriate industry standards having regard to client business requirements. In the workplace continuous improvement is a vital part of adjusting processes to evolving standards and industry best practice in quality assurance. The breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination would be characteristic. Assessment must ensure: The demonstration of competency may also require 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 development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may also be involved.
Method of assessment	The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1. Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency. Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. An individual demonstrating this competency would be able 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/or 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 Maintain knowledge of industry products and services Additionally, an individual demonstrating this competency would be able to: Demonstrate understanding of specialised knowledge of website design,, with depth in areas, such as features that enhance site response times Analyse and diagnose website design in order to establish quality control procedures and so identify areas requiring improvement Demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills Generate website design ideas through the analysis of information and concepts Demonstrate accountability for group outcomes within broad parameters of reviewing website design and effectiveness and quality assurance processes

Range Statement

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.
Performance standards - common performance measures include:	timeliness structural quality content accuracy and consistency response time and latency server response time
Content may include:	information and interactive features, such as product information, company information, copyright and disclaimer notices, site map, frequently asked questions, what's new, customer-specific information, customer only information, error messages, instructions, feedback mechanisms, reference pages, forms, background articles, ratings/rankings/testimonials/quotes from reviews, hyperlink titles
Browsers may include but is not limited to:	Netscape Navigator Internet Explorer Mozilla Opera Galleon Phoenix Konqueror Lynx
Tools may include but are not limited to:	spell check CSS check HTML validating link checking software
Users may include:	a person within a department a department within the organisation a third party

Unit Sector(s)

Unit sector	Implement

Co-requisite units

Co-requisite units

Competency field

Competency field

ICAS3034B Determine and action network problems

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit defines the competency required to document network related problems, determine the resources required, solve the client problem or escalate the problem to a new support level. The following units are linked and form an appropriate cluster: ICAD3218B Create user documentation ICAD4217B Create technical documentation No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units
ICAS3024B	Provide basic system administration
ICAT3025B	Run standard diagnostic tests

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine client requirements and ascertain if problem exists	1.1. Log calls from help desk support staff 1.2. Determine and document problem based on client requirements
2. Determine whether problem is covered by policy	2.1. Verify the scope and coverage of maintenance and technical support agreements relative to the problem and client requirements 2.2. Provide assistance in accordance with organisational guidelines
3. Carry out maintenance support on identified problem	3.1. Conduct diagnostic tests around identified problem 3.2. Complete maintenance in line with organisational guidelines 3.3. Obtain new components as part of the resolution, where necessary 3.4. Store or dispose of components in accordance with organisational guidelines and environmental guidelines
4. Prepare maintenance report and verify solution	4.1. Prepare maintenance report in line with organisational guidelines and support agreements 4.2. Escalate maintenance requirements to appropriate area, as required 4.3. Follow up with the client to determine solution success and close the report

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Diagnostic skills on networks Solving unknown problems in a range of contexts Inventory skills Customer service skills in a range of contexts at various levels
Required knowledge
Organisational information relating to logging calls, and contracting and maintenance arrangements Inventory processes Technical support agreements Technical systems

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: Assessment must substantiate the ability to document network-related problems, determine the required resources, solve the client problems or escalate the problem in accordance with organisational guidelines. The network is to be maintained with minimal disruption to clients. To demonstrate competency in this unit the learner will require access to: Hardware Diagnostic tools and software Records and reports
Context of and specific resources for assessment	The breadth, depth and complexity of knowledge and skills in this competency 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. Assessment must ensure: 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 section of equipment, services or contingency measures and within known time constraints would be characteristic. Applications may involve some responsibility for others. Participation in teams including group or team coordination may be involved.
Method of assessment	The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1. Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency. Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: ICAD3218B Create user documentation ICAD4217B Create technical documentation An individual demonstrating this competency would be able 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 Maintain knowledge of industry products and services

Range Statement

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.
Problem may include:	routine or non-routine problems that may affect the immediate work environment, particularly in relation to using equipment such as workstations, servers
Support agreements may include:	time cost warranty replacement performance from escalated support levels
Organisation guidelines may include but are not limited to:	security procedures logged call procedures client liaison policy preventative maintenance and diagnostic policy maintenance agreements warranties contracting arrangements relating to IT purchasing
Client may include but is not limited to:	internal departments external organisations individual people employees
Maintenance requirements may include:	on-site response remote diagnostics return to depot
Environmental guidelines may include but are not limited to:	recycling safe disposal of any packaging (e.g. cardboard, polystyrene, paper, plastic) correct disposal of redundant hardware (e.g. hard-drives, circuit boards)
Components may include:	motherboards CMOS battery central processing unit (CPU) CD and DVD drives interface cards drives fax/modem cards RAM upgrades CPU upgrades
Solution may include but is not limited to:	new hardware hardware upgrades new software software upgrades user training implementing a new system

Unit Sector(s)

Unit sector	Support

Co-requisite units

Co-requisite units

Competency field

Competency field

ICAS3115B Maintain equipment and software in working order

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit defines the competency required to carry out maintenance and fault repair according to organisational procedures, in order to keep equipment and software operating. The following units are linked and form an appropriate cluster: ICAT3025B Run standard diagnostic tests ICAS3034B Determine and action network problems ICAI3021B Connect internal hardware components ICAU3019B Migrate to new technology No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine and undertake required equipment maintenance	1.1. Examine and review specified equipment and maintenance procedures, in order to determine those procedures that can be handled internally 1.2. Organise and undertake internal maintenance, as specified in the maintenance procedures 1.3. Report problems promptly to appropriate person
2. Diagnose and repair faults	2.1. Assess an existing problem situation and identify the main problem area 2.2. Test the suspected faulty equipment or software for possible failures or performance degradation, utilising available technology 2.3. Organise and analyse the test results 2.4. Review and analyse historical fault data for information of relevance to existing faults 2.5. Develop plans, with prioritised tasks and contingency arrangements, for the repair or replacement of faulty equipment or software, with minimum disruption to client 2.6. Liaise with appropriate person to obtain approval for the plans 2.7. Obtain necessary components and repair the equipment or software in a timely, organised manner, following OH&S standards
3. Update documentation and make recommendations for future maintenance	3.1. Record maintenance and fault data and equipment modifications, in accordance with organisational standards 3.2. Identify and report instances where preventative measures are needed 3.3. Review and update maintenance and fault data and report outcomes periodically to appropriate person

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Risk analysis of maintenance procedures Reading and interpretation of technical manuals Technical diagnostic skills Problem solving skills for a defined range of unpredictable problems Language, literacy and communication skills necessary to process and present verbal and written. information Analysis and evaluation of information in a defined range of areas Record keeping skills
Required knowledge
Broad knowledge of equipment and software maintenance practices Familiarity with current industry-accepted hardware and software testing and diagnostic tools, with the ability to utilise them effectively Relevant service-level agreements (SLAs) in order to determine the conditions of the SLA cover Knowledge of the client warranty claims, repair or replacement procedures Detailed knowledge of the system's current functionality Broad knowledge of quality assurance practices Operation and purpose of specified equipment Operation of technical diagnostic tools Detailed knowledge of help desk response level escalation procedures

Evidence Guide

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
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: Assessment must confirm the ability to undertake maintenance according to maintenance procedures, resolve a defined range of equipment and software problems, and maintain accurate records according to organisational guidelines. To demonstrate competency in this unit the learner will require access to: Technical environment with a variety of operational equipment and software Technical manuals and tools Maintenance procedures Equipment and/or software
Context of and specific resources for assessment	Maintaining equipment and software in good order relates to house-keeping within the organisation. The outcomes from maintaining software and equipment in sound working order are reliability and stability for end users, consistency of performance and less down time. The breadth, depth and complexity of knowledge and skills in this competency 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. Assessment must ensure: 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 section of equipment, services or contingency measures and within known time constraints would be characteristic. Applications may involve some responsibility for others. Participation in teams including group or team coordination may be involved.
Method of assessment	The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1. Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency. Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: ICAT3025B Run standard diagnostic tests ICAS3034B Determine and action network problems ICAI3021B Connect internal hardware components ICAU3019B Migrate to new technology An individual demonstrating this competency would be able 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 Maintain knowledge of industry products and services

Range Statement

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.
Appropriate person may include:	supervisor teacher authorised business representative client
Hardware may include but is not limited to:	workstations personal computers modems or other connectivity devices networks DSL modems remote sites servers
Equipment may include but is not limited to:	workstations personal computers modems or other connectivity devices printers DSL modems hard drives monitors switches hubs personal digital assistant (PDA) other peripheral devices
Software may include but is not limited to:	commercial, in-house, packaged or customised software
Client may include but is not limited to:	internal departments external organisations individual people employees
Components may include:	motherboards CMOS battery central processing unit (CPU) CD and DVD drives interface cards drives fax/modem cards RAM upgrades CPU upgrades
Maintenance may include:	on-site response remote diagnostics return to depot
OH&S standards may include:	correct posture lighting type of desk type of monitor style of chair typing position repetitive strain injury prevention ventilation light position correct lifting method length of time in front of computer

Unit Sector(s)

Unit sector	Support

Co-requisite units

Co-requisite units

Competency field

Competency field

ICAS4109B Evaluate system status

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit defines the competency required to evaluate the status of a running system, covering both hardware and software aspects to determine system performance and reliability. The following units are linked and form an appropriate cluster: ICAS4107B Rectify system faults on a live system ICAS4112B Optimise system performance ICAS4127B Support system software No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Prerequisite units
ICAT3025B	Run standard diagnostic tests

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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

ELEMENT	PERFORMANCE CRITERIA
1. Determine scope and evaluation parameters	1.1. Determine scope of the system evaluation 1.2. Comply with organisational requirements when planning a 'change of status' test 1.3. Review and demonstrate understanding of the reason for the evaluation, its objectives, deliverables and key performance indicators using appropriate capacity tools 1.4. Plan and document status evaluation and factor in time, environment, internal and external issues 1.5. Alert affected users if evaluation is likely to impact their operations 1.6. Develop a plan for the evaluation and identify the resources and methods to be used
2. Carry out evaluation	2.1. Organise the required resources as outlined in the plan, and put in place manual or computerised evaluation methods 2.2. Run the evaluation process in accordance with the agreed scope and evaluation parameters 2.3. Record the status as per procedural parameters and plan 2.4. Observe and document during evaluation the effects of changes to system status that are made in accordance with effect being evaluated 2.5. Observe and record effects that are not listed and that may require further investigation
3. Report on evaluation	3.1. Prepare a report to the appropriate person indicating the results of the status check 3.2. Highlight anomalies observed in the status check that are outside the expected results 3.3. Make recommendations for changes to improve the system

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Problem solving skills for a defined range of unpredictable problems involving participation in the development of strategic initiatives Plain English literacy and communication skills in relation to analysis, evaluation and presentation of information Teamwork skills involving the contribution to solutions and goals of a non-routine or contingency nature Group facilitation and presentation skills in relation to transferring and collecting information and gaining consensus on concepts Negotiation skills in relation to other team members and applied to a defined range of predictable problems Report writing skills for requiring depth in some areas Change management skills in relation to maintaining the continuity of IT operations and business functions Customer service skills in relation to reviewing change procedures Skills in handling difficult clients in relation to reviewing change procedures Conflict resolution skills in relation to reviewing change procedures Risk analysis skills in relation to reviewing change procedures Low-level training needs analysis skills Low-level programming skills
Required knowledge
Broad knowledge of help desk and maintenance practices Current industry-accepted hardware and software products, with broad knowledge of general features and capabilities and detailed knowledge in some areas Broad understanding of the role and level of stakeholder involvement Broad general knowledge of the client business domain Detailed knowledge of the system's current functionality Broad knowledge of quality assurance practices One or more change management tools Broad knowledge of system testing Broad knowledge of change control procedures Detailed knowledge of the system under evaluation Broad knowledge of capacity planning

Evidence Guide