- CUESTA03C - Operate flying systems
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUESTA03C Mapping and Delivery Guide
Operate flying systems
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUESTA03C - Operate flying systems |
|---|---|---|---|
| Description | This unit describes the skills and knowledge required to operate theatrical flying systems. Appropriately licensed personnel must undertake installation of these systems.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 | Mechanists and staging personnel apply the skills and knowledge outlined in this unit. In this role they are responsible for operating manual and automated flying systems that raise and lower soft hangings and flats, as well as 'flying' scenery items into and off the stage.This unit has linkages to a range of other staging units and combined assessment and/or training with those units may be appropriate. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | It is strongly recommended that this unit be assessed with or after the following unit: CUESTA06B Apply a general knowledge of theatrical rigging | ||
| Competency Field | Media and entertainment production - staging | ||
| 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 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Set fly cues |
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| Element: Make pre-operational checks |
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| Element: Operate flying systems |
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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 | The following evidence is critical to the judgement of competence in this unit: application of safe working practices when operating flying systems knowledge of safety issues and regulations associated with theatrical flying. |
Context of and specific resources for assessment | The assessment context must ensure: practical demonstration of skills through the operation of flying systems for more than one production involvement of and interaction with a team to reflect the collaborative nature of the production process. |
Method of assessment | 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 operating flying systems correctly and safely oral or written questioning to assess knowledge of safety issues and different operating and communication techniques 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). |
Guidance information for assessment | Assessment of this unit requires access to: a venue in which a theatrical flying system is installed a production for which to operate flying systems. |
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.
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Required skills |
communication requirements between different production personnel communication systems and correct signals for use when flying numeracy skills sufficient to undertake all calculations associated with the operation of theatrical flying systems literacy skills sufficient to both interpret and make modifications to production documentation |
Required knowledge |
the role of flying systems within different types of production, and the links between flying and other aspects of a production different types of flying elements knowledge of a range of flying systems and relevant operating techniques specific safety issues that impact on flying systems, including regulations about the scope of work that can be undertaken by unlicensed personnel sequencing, equipment, timing and speed requirements for flying systems in the context of different types of production emergency procedures relevant to flying system operation knowledge of counterweight systems, including single and double purchase, loading and unloading cradles, swinging bars, safe working loads, spreading the load and where to hang lighting bars, masking, etc |
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. | |
Safety requirements refers to: | both specific organisational requirements and statutory authority requirements |
Types of flying systems may include: | belaying, abseiling equipment block and tackle systems chain crawlers chain motors and chain blocks electrically operated winches electrically powered flying systems hand lines hydraulic flying systems manually operated counterweight systems (single or double purchase) manually operated winches pulley systems Note: installation of some of these systems must be completed by or under the supervision of licensed personnel. |
Problems that occur with flying systems may include: | failure of performers and workers to observe warnings of flying activities inadequate tie-off applications incorrect balance of load overload on system slippage of wore ropes from pulleys |
Communication systems and signals may include: | hand signals screen monitor verbal calls, with or without headsets warning lights watching for the cue written instructions |
Flying elements may include: | lighting, e.g.: truss, lanterns, practicals, special effects machinery and equipment, e.g.: smoke machines fog machines lasers vehicles performers scenery, e.g.: flats doors windows legs borders soft hangings, e.g.: legs borders cycloramas masking tabs sound, e.g.: speakers |
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 |
|---|---|---|---|
| Correctly interpret production documentation to determine flying requirements | |||
| Accurately plot fly cues and determine correct speed and timing of each cue | |||
| Make modifications and changes in accordance with organisational procedures and safety requirements | |||
| Liaise with other production and performance personnel to ensure correct setting of cues | |||
| Complete pre-show checks to ensure individual components of the flying system are ready for operation and comply with all safety requirements | |||
| Correctly execute the pre-set and accurately document any modifications | |||
| Operate flying system correctly and safely, ensuring that cues are executed on direction in accordance with performance requirements | |||
| Use flying system within its rated capacity and within an acceptable safety margin | |||
| Where counterweight systems are used, keep the flown load and the counterweights in balance and/or under control | |||
| Use the brake system, handbrake or other stopping devices safely and appropriately | |||
| Use control systems in accordance with instructions | |||
| Promptly identify any problems with flying system operation and rectify or refer to appropriate personnel in accordance with organisational procedures and safety regulations | |||
| Correctly use communication systems and signals in accordance with organisational procedures and relevant safety requirements | |||
| Reset all flying elements at completion of performance in accordance with organisational procedures and safety regulations | |||
| Make reports to relevant personnel on any aspects of system operation requiring attention |
Forms
Assessment Cover Sheet
CUESTA03C - Operate flying systems
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
CUESTA03C - Operate flying systems
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: