- CUFIND402A - Develop screen and media specialist expertise
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUFIND402A Mapping and Delivery Guide
Develop screen and media specialist expertise
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | CUFIND402A - Develop screen and media specialist expertise |
---|---|---|---|
Description | 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. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | 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. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
||
Prerequisites/co-requisites | |||
Competency Field | Industry capability - industry context |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
---|---|---|---|---|---|---|---|---|
Elements of Competency | Performance Criteria | |||||||
Element: Apply screen and media skills in a specialist context |
| |||||||
Element: Research and apply screen and media trends and emergent technologies |
| |||||||
Element: Evaluate own skills in specialist context |
|
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the 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. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
|
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 |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and 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. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
---|---|---|---|
Plan strategies to develop and enhance technical skills in a specialist screen or media context | |||
Use critical thinking techniques to identify work-based opportunities to enhance technical skills | |||
Identify and use feedback, discussion and evaluation techniques to continuously improve technical skills | |||
Explore capability of materials, tools and equipment as a means to continuously improve technical skills | |||
Identify and use relevant sources of information to stimulate technical skills and professional development opportunities | |||
Identify trends and emergent technologies in the screen and media industries using appropriate sources of information | |||
Examine and clarify implications and consequences of trends and emergent technologies | |||
Critique and review trends and emergent technologies with relevant personnel to explore, develop and express conceptual ideas | |||
Explore and use new ideas and emergent technologies to expand own technical and conceptual skills | |||
Seek and apply constructive criticism from others to improve own technical and conceptual skills | |||
Continuously evaluate own technical skills against planned strategies and career goals | |||
Compare and contrast own technical skills to those of other specialist technicians in order to extend and enhance own professional work practices | |||
Adjust own professional work practices to improve and refine technical and conceptual skills |
Forms
Assessment Cover Sheet
CUFIND402A - Develop screen and media specialist expertise
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CUFIND402A - Develop screen and media specialist expertise
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: