Assessor Resource

CUFPPM301A
Plan and prepare programs

Assessment tool

Version 1.0
Issue Date: April 2024


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.

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.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains employability skills.



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:

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.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, 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

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

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

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
Identify items to include in programs in line with program profile and in consultation with team members 
Focus on perspective of audience when deciding on format of program content 
Identify information sources for program content 
Set deadlines for preparation of material in consultation with team members 
Identify back-up items to cover unforeseen shortfalls in content 
Identify material that could result in a breach of laws or regulations and resolve issues in consultation with relevant personnel 
Book production facilities and equipment required to prepare program content 
Write draft content as required observing the conventions of writing broadcast copy 
Seek feedback on draft copy from relevant personnel and revise accordingly 
Determine a sequence for program items with the aim of maximising audience attention span 
Use running sheets to document timing of all items within the total time allocated to programs 
Collect items from other team members as required 
Submit all presentation material and completed documentation to relevant personnel by agreed deadlines 
Participate in debriefing sessions about the effectiveness of programs 
Note areas for improvement in own area of responsibility and take action accordingly 
Note ideas for future program content and follow up as required 

Forms

Assessment Cover Sheet

CUFPPM301A - Plan and prepare programs
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

CUFPPM301A - Plan and prepare programs

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: