Underpinning skills and knowledge
Assessment must include evidence of the following knowledge and skills:
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
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
requirements for the storage of audio equipment
Occupational Health and Safety requirements and legislation that relate to audio personnel, in particular with regard to working safely with electricity
literacy skills sufficient to extract key information from audio installation plans
numeracy skills sufficient to sort and count equipment.
Linkages to other units
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, eg:
CUFSAF01B - Follow health, safety and security procedures
CUETGE11A - Handle physical elements safely during bump in/bump out
Critical aspects of evidence
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.
Method and context of 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.
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).
Resource requirements
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.
Key competencies in this unit
Key competencies are built into all workplace competencies. The following table describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment.
Level 1 = Perform
Level 2 = Administer and Manage
Level 3 = Design and Evaluate
Collecting, organising and analysing information (1)
Reading audio plan to determine equipment required.
Communicating ideas and information (1)
Discussing work requirements with supervisor.
Planning and organising activities (1)
Positioning and placing equipment appropriately ready for installation.
Working with others and in teams (1)
Liaising with other technicians during set-up.
Using mathematical ideas and techniques (1)
Calculating the number of cables required.
Solving problems (1)
Amending positioning of equipment to remove feedback problems.
Using technology (1)
Wiring the audio system.
Underpinning skills and knowledge
Assessment must include evidence of the following knowledge and skills:
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
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
requirements for the storage of audio equipment
Occupational Health and Safety requirements and legislation that relate to audio personnel, in particular with regard to working safely with electricity
literacy skills sufficient to extract key information from audio installation plans
numeracy skills sufficient to sort and count equipment.
Linkages to other units
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, eg:
CUFSAF01B - Follow health, safety and security procedures
CUETGE11A - Handle physical elements safely during bump in/bump out
Critical aspects of evidence
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.
Method and context of 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.
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).
Resource requirements
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.
Key competencies in this unit
Key competencies are built into all workplace competencies. The following table describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment.
Level 1 = Perform
Level 2 = Administer and Manage
Level 3 = Design and Evaluate
Collecting, organising and analysing information (1)
Reading audio plan to determine equipment required.
Communicating ideas and information (1)
Discussing work requirements with supervisor.
Planning and organising activities (1)
Positioning and placing equipment appropriately ready for installation.
Working with others and in teams (1)
Liaising with other technicians during set-up.
Using mathematical ideas and techniques (1)
Calculating the number of cables required.
Solving problems (1)
Amending positioning of equipment to remove feedback problems.
Using technology (1)
Wiring the audio system.