Assessor Resource

CUFWRT302A
Write simple stories

Assessment tool

Version 1.0
Issue Date: March 2024


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.

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.

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:

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.


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 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

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

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
Discuss with relevant personnel storytelling briefs, including target audience, format, timelines and delivery platforms 
Identify purpose of dialogue, characters, point of view and setting to help structure storylines 
Discuss with relevant personnel possible visual and aural storytelling structures that would meet the requirements of briefs 
Research stories from a range of creative works that may inspire story ideas that meet requirements of briefs 
Use information sources to research subject areas 
Experiment with linear and non-linear storyline structures 
Use imagination to develop ideas for characters, plots and settings 
Develop ideas for scenarios, contexts and situations in which characters act, react and resolve 
Select story structure and content that best meet requirements of briefs 
Seek feedback from relevant personnel on proposed story and refine approach as required 
Use a creative writing style appropriate to specified stories 
Use tools to draft stories 
Use correct grammar, appropriate punctuation and accurate spelling 
Proofread copy to check for spelling, grammatical, typographic and other errors 
Submit draft stories to relevant personnel for feedback and amend as required 
Participate in the testing of stories in line with agreed criteria 
Discuss and confirm with relevant personnel additional requirements or modifications to stories 
Complete necessary amendments within agreed timelines 

Forms

Assessment Cover Sheet

CUFWRT302A - Write simple stories
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

CUFWRT302A - Write simple stories

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: