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

CUFPPM404A Mapping and Delivery Guide
Create storyboards

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUFPPM404A - Create storyboards
Description This unit describes the performance outcomes, skills and knowledge required to create storyboards.The creation of storyboards is a critical skill in the design and development of a broad range of digital content, including video, film, animation and interactive media.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 Depending on the type and scale of production, a range of people could be responsible for creating storyboards, including storyboard artists, designers, producers and information architects. In the film and television industry, people creating storyboards work closely with directors to visualise productions.
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 - production planning and management
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: Plan storyboards
  • In consultation with relevant personnel, clarify storyboard requirements for productions with reference to scripts and stories
  • Identify factors that affect type of storyboard to be created
  • Contribute ideas in pre-production meetings to help refine storyboard requirements
  • Research and select suitable amount of storyboard tools for a given purpose
  • Obtain sign-off from relevant personnel on the type of storyboard to be created
       
Element: Draft storyboards
  • Break down content, scripts and stories into frames
  • Specify storyboard elements for each frame
  • Specify the logical linear or non-linear frame sequence, showing the connection between each frame
  • Provide descriptions for each frame
  • Seek feedback on work in progress from relevant personnel and incorporate ideas and feedback as appropriate
  • Ensure draft storyboards are clear and legible and show sufficient detail for production teams to use
       
Element: Finalise storyboards
  • Present draft storyboards to relevant personnel for discussion and feedback
  • Refine storyboards as required to incorporate feedback
  • Ensure that final storyboards present accurate visual interpretations of scripts, stories or text and meet all agreed specifications
  • Make back-up copies of storyboards as required according to organisational procedures
  • Submit storyboards to relevant personnel by agreed deadlines
  • Review the process of creating storyboards and note areas for improvement
       


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:

creation of clear and logical storyboards that meet specified requirements

ability to visualise creative concepts

ability to work effectively as a member of a production team.

Context of and specific resources for assessment

Assessment must ensure:

access to scripts, stories or texts that can be used as the basis for creating storyboards

access to current industry-standard software 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:

direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance

evaluation of at least two storyboards created by the candidate

observation of a candidate presenting his/her storyboard to team members and explaining how it meets agreed requirements

written or oral questioning to test knowledge of the process followed to create a storyboard and the respective roles and responsibilities of team members.

Guidance information for assessment

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

BSBCRT402A Collaborate in a creative process

CUFDIG402A Design user interfaces

CUFDIG502A Design web environments

CUFDIG503A Design e-learning resources

CUFDIG504A Design games

CUFDIG505A Design information architecture

CUFDIG506A Design interaction

CUFDIG507A Design digital simulations.

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, teamwork and literacy skills sufficient to:

interpret and clarify written or verbal instructions

interpret scripts and specifications

work collaboratively in a team environment

present storyboards to team members for discussion or implementation

respond constructively to feedback received from other team members

analytical skills sufficient to break down content, stories and scripts into discrete elements

technical skills sufficient to use storyboard techniques

initiative sufficient to visualise and interpret creative concepts

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

sound understanding of the artistic elements of a production for which a storyboard is being created

issues and challenges that arise when creating storyboards

drawing techniques, including drawing to scale

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:

asset creators

authors

clients

content experts

directors

graphic designers

information architects

navigation designers

other writers

producers

programmers

scriptwriters

user interface designers

other technical/specialist staff.

Productions may include:

animated films

animations

commercials

feature films

interactive media products, such as:

e-learning products

websites

games

promotional products

information products

music videos

short films

television productions.

Factors may include:

animation requirements

availability of personnel

availability of resources

budget

delivery platform, including:

internet

CD/DVD

video

film

games console

kiosk

mobile telephone

personal digital assistant (PDA)

print media

graphic requirements

length of script or story

style of production, including:

comic

drama

educational

light entertainment

target audience

timelines.

Storyboard tools may include:

digital software, such as:

PowerPoint

Inspiration

StoryBoard Artist Studio

StoryBoard Pro

paper and cards

pen and pencil

storyboard sheets

templates.

Frames may include:

key frames for animation

moments for film and video

pages for websites

scenes

screens for interactive media

shots.

Storyboard elements may include:

actor's movement

backgrounds

camera angles

camera shots, such as:

extreme close-up

close-up

medium shot

long shot

extreme long shot

decisions

directions

frame composition

lighting

props

sets.

Descriptions for frames may include:

dialogue

duration

media

narration

script elements

sequence number

shot composition, such as:

static

zoom

tilt

pan

dolly

track

sound effects

speech bubbles

text content

transitions, such as:

simple cut

black

fade in and fade out.

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
In consultation with relevant personnel, clarify storyboard requirements for productions with reference to scripts and stories 
Identify factors that affect type of storyboard to be created 
Contribute ideas in pre-production meetings to help refine storyboard requirements 
Research and select suitable amount of storyboard tools for a given purpose 
Obtain sign-off from relevant personnel on the type of storyboard to be created 
Break down content, scripts and stories into frames 
Specify storyboard elements for each frame 
Specify the logical linear or non-linear frame sequence, showing the connection between each frame 
Provide descriptions for each frame 
Seek feedback on work in progress from relevant personnel and incorporate ideas and feedback as appropriate 
Ensure draft storyboards are clear and legible and show sufficient detail for production teams to use 
Present draft storyboards to relevant personnel for discussion and feedback 
Refine storyboards as required to incorporate feedback 
Ensure that final storyboards present accurate visual interpretations of scripts, stories or text and meet all agreed specifications 
Make back-up copies of storyboards as required according to organisational procedures 
Submit storyboards to relevant personnel by agreed deadlines 
Review the process of creating storyboards and note areas for improvement 

Forms

Assessment Cover Sheet

CUFPPM404A - Create storyboards
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

CUFPPM404A - Create storyboards

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: