Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUFAIR201A Mapping and Delivery Guide
Develop techniques for presenting information on radio

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUFAIR201A - Develop techniques for presenting information on radio
Description This unit describes the performance outcomes, skills and knowledge required to communicate effectively on air.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 This unit concentrates on the development of vocal delivery techniques in an off-air environment prior to recording scripted material for broadcast or presenting program segments live to air under the direct supervision of an experienced broadcaster. Volunteers at community radio stations would typically apply the skills and knowledge described in this unit. Since almost all broadcasters operate the studio panel, combined delivery of this unit with:CUSSOU202A Mix sound in a broadcasting environmentis recommended.More complex skills associated with the presentation of live-to-air programs while operating a studio panel are covered in: CUFAIR301A Present radio programs.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field Media and entertainment production - on-air presentation
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
Elements of Competency Performance Criteria              
Element: Identify the elements of effective on-air presentation
  • Listen to a range of radio programs and identify factors that might attract or alienate listeners
  • Discuss ideas about effective presentation styles with colleagues and/or mentors
  • Identify factors that foster a positive relationship between presenter and listeners
       
Element: Develop techniques for reading scripted material
  • Use full vocal range and vary the pace of delivery as an aid in reading scripted material in a natural way
  • Use loudness and softness as an aid in communicating a message
  • Break sentences into logical chunks based on content as a way of emphasising key information
  • Check and use the correct pronunciation of words
       
Element: Develop techniques for communicating effectively with listeners
  • Speak to listeners in a conversational, one-on-one manner
  • Use own personality to create rapport with, and respect of, listeners
  • Practise moving naturally between short improvised pieces and scripted material
  • Imagine yourself as a listener and present information in a way that would draw you into the message being conveyed
  • In consultation with relevant personnel, experiment with microphone placement to determine the optimum position for achieving correct audio levels
       
Element: Contribute to on-air programs
  • Rehearse scripted material to be presented live or pre-recorded
  • With the assistance of relevant personnel, record scripted material according to production requirements
  • Evaluate own performance and seek feedback from colleagues to identify areas for improvement
  • Record material again as required
  • Deliver finished recording to relevant personnel according to station operating procedures
  • Present agreed program segments live to air in conjunction with experienced broadcasters
       


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:

ability to read scripted information in a natural way

understanding of the relationship between presenter and listeners

collaborative approach to work.

Context of and specific resources for assessment

Assessment must ensure:

access to a range of scripted material

access to basic audio recording equipment

access to audio playback equipment to enable evaluation of recorded scripts by candidate

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

observation of the candidate recording or presenting program segments

written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit

evaluation of recorded programs to determine candidate's ability to read information in a natural way

third-party reports tracking candidate's progress on developing presentation techniques.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUSSOU202A Mix sound in a broadcasting environment.

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.

Required skills

communication skills sufficient to form opinions about and discuss on-air presentation styles

learning skills sufficient to receive and act on feedback about own performance

teamwork skills in the context of working collaboratively under the supervision of other broadcasters

technical skills sufficient to operate basic audio recording equipment to record practice sessions for the purpose of self-evaluation

literacy skills sufficient to interpret and read aloud short scripted material

Required knowledge

basic understanding of:

roles and responsibilities of personnel in the radio industry

industry terminology

basic understanding of how listeners use and listen to radio

occupational health issues as they relate to vocal care

basic understanding of the characteristics of commonly used studio microphones

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.

Factors may include:

presenter's:

personality

attitude to listeners

voice/manner of speaking

knowledge of subject matter

level of interest in subject matter

attitude to interviewees and/or other presenters

presentation style

program content

technical quality.

Presentation styles may include:

comic

conversational/casual

dramatic

serious.

Scripted material may include:

community announcements

intros and outros

narration

program promos

traffic reports

voice-overs

weather reports.

Correct pronunciation of words may include:

names of countries

names of people

names of places

words in languages other than English.

Improvised pieces may include:

personal opinions

time calls.

Relevant personnel may include:

broadcasters/presenters

copy editor

program producer

sponsorship manager

station manager

volunteers coordinator.

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
Listen to a range of radio programs and identify factors that might attract or alienate listeners 
Discuss ideas about effective presentation styles with colleagues and/or mentors 
Identify factors that foster a positive relationship between presenter and listeners 
Use full vocal range and vary the pace of delivery as an aid in reading scripted material in a natural way 
Use loudness and softness as an aid in communicating a message 
Break sentences into logical chunks based on content as a way of emphasising key information 
Check and use the correct pronunciation of words 
Speak to listeners in a conversational, one-on-one manner 
Use own personality to create rapport with, and respect of, listeners 
Practise moving naturally between short improvised pieces and scripted material 
Imagine yourself as a listener and present information in a way that would draw you into the message being conveyed 
In consultation with relevant personnel, experiment with microphone placement to determine the optimum position for achieving correct audio levels 
Rehearse scripted material to be presented live or pre-recorded 
With the assistance of relevant personnel, record scripted material according to production requirements 
Evaluate own performance and seek feedback from colleagues to identify areas for improvement 
Record material again as required 
Deliver finished recording to relevant personnel according to station operating procedures 
Present agreed program segments live to air in conjunction with experienced broadcasters 

Forms

Assessment Cover Sheet

CUFAIR201A - Develop techniques for presenting information on radio
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

CUFAIR201A - Develop techniques for presenting information on radio

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: