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Evidence Guide: CUFAIR402A - Present a wide range of radio material

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUFAIR402A - Present a wide range of radio material

What evidence can you provide to prove your understanding of each of the following citeria?

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
Develop techniques for ad-libbing to vary the content, audience appeal and pace of programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record and evaluate practice sessions to improve techniques for moving smoothly from one program item to the next

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a repertoire of ways to present material of a repetitious or regular nature

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a range of different perspectives to introduce and discuss music items

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record and evaluate practice sessions to develop skills in presenting voice reports and in conducting talkback sessions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for live broadcasts or recording sessions

  1. Assemble presentation material prior to commencement of sessions
  2. Ensure that presentation material complies with broadcasting laws and regulations
  3. Exercise voice in preparation for sessions
  4. Check that the equipment is fully operational and refer faults or problems to the relevant personnel
Assemble presentation material prior to commencement of sessions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that presentation material complies with broadcasting laws and regulations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Exercise voice in preparation for sessions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check that the equipment is fully operational and refer faults or problems to the relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present a range of material

  1. Apply a range of presentation techniques to ensure a natural flow of material throughout sessions
  2. Forward promote segments in a way that encourages people to stay listening
  3. Recover presentation errors and respond to equipment malfunction with minimum disruption to program flow
  4. Conduct talkback sessions in close collaboration with relevant personnel
  5. Present live voice reports from the field in a way that shares the experience with listeners and captures their imagination
  6. Respond to studio direction according to station procedures
Apply a range of presentation techniques to ensure a natural flow of material throughout sessions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Forward promote segments in a way that encourages people to stay listening

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recover presentation errors and respond to equipment malfunction with minimum disruption to program flow

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct talkback sessions in close collaboration with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present live voice reports from the field in a way that shares the experience with listeners and captures their imagination

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to studio direction according to station procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Mix audio inputs

  1. Mix audio inputs through the studio panel to produce required level and tonal balances
  2. Prevent extraneous sounds not intended for broadcast from going to air
  3. Cue and play presentation material according to program running sheets
  4. Deal with equipment operational problems promptly and effectively throughout on-air sessions
  5. Brief and cue studio guests as required
  6. Operate talkback facility, taking into account the effect of the delay system
  7. Cross to live feeds, ensuring a smooth, accurately timed transition between presentation material leading up to crosses and live feeds
Mix audio inputs through the studio panel to produce required level and tonal balances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prevent extraneous sounds not intended for broadcast from going to air

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cue and play presentation material according to program running sheets

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deal with equipment operational problems promptly and effectively throughout on-air sessions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Brief and cue studio guests as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Operate talkback facility, taking into account the effect of the delay system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cross to live feeds, ensuring a smooth, accurately timed transition between presentation material leading up to crosses and live feeds

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Wrap up sessions

  1. Time presentation material to allow smooth transition to the following program in consultation with the next presenter
  2. Save relevant material for archiving and future use according to station procedures
  3. Complete relevant documentation according to station procedures
  4. Reflect on own performance and seek feedback from colleagues to identify areas for improvement
Time presentation material to allow smooth transition to the following program in consultation with the next presenter

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Save relevant material for archiving and future use according to station procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete relevant documentation according to station procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on own performance and seek feedback from colleagues to identify areas for improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the 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.

Required Skills and Knowledge

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

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and 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.