- CUFWRT301A - Write content for a range of media
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUFWRT301A Mapping and Delivery Guide
Write content for a range of media
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUFWRT301A - Write content for a range of media |
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| Description | This unit describes the performance outcomes, skills and knowledge required to write content for a range of 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 | The person applying the skills and knowledge outlined in this unit could be expected to write both original and re-purposed non-narrative content for a range of media.The content could include such things as information for websites; community, news and promotional announcements for radio stations; organisation newsletters and audio or visual presentations.In larger organisations or in the development of e-learning resources, the person would usually be re-purposing material written by other writers or content experts.This work is usually undertaken with some supervision and guidance. The writing of narrative content is covered in:CUFWRT302A Write simple stories.More complex skills associated with writing can be found in:CUFWRT401A Edit texts CUFWRT403A Write narration and current affairs material. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| Competency Field | Communication - writing | ||
| 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: Prepare to write content |
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| Element: Draft content |
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| Element: Finalise content |
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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 | Evidence of the following is essential: application of the principles of writing and communication to content written for a range of purposes content written in a way that engages the target audience sound knowledge of grammar and punctuation collaborative approach to work ability to work under pressure and meet deadlines. |
Context of and specific resources for assessment | Assessment must ensure: practical demonstration of skills by writing a range of content within timeframes typical in an industry context access to: word processing software variety of information sources 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 content written 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: CUFPPM301A Plan and prepare programs CUFRES201A Collect and organise content for broadcast or publication CUFWRT302A Write simple stories. |
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, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions write content in a style appropriate to target users and audience communicate information to specific audiences structure text-based content effectively for target audiences and delivery format work collaboratively in a team environment - both independently on assignment and under direction respond positively to constructive feedback conceptual skills sufficient to generate a range of text-based content ideas in response to a brief technical skills sufficient to: proficiently use word processing tools check and proofread written content using manual and automated systems self-management and planning skills sufficient to: prioritise work tasks source information and reference material in a timely fashion 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 content understanding the way readers scan and read written material writing and communication principles for the relevant medium writing and presentation techniques for the relevant medium sound knowledge of grammar and punctuation media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action copyright clearance procedures OHS as it relates 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. | |
Production requirements may include: | availability of staff budget confidentiality contractual copyright deadlines duration of items for on-air presentation editing process intellectual property location number of content items schedule specified number of words station procedures. |
Content may include: | community service announcements copy for interactive media products copy for newsletters or other print media intros, outros and back announcements items for wikis news and current affairs items for community broadcasting on-air presentation material sponsorship announcements surveys: online telephone polling. |
Relevant personnel may include: | asset creators authors broadcasters clients content experts directors editors graphic designers information architects other writers producers program managers programmers volunteers' coordinators other technical/specialist staff. |
Purposes may include: | audio and visual presentations educational informational marketing networking: social corporate promotional. |
Factors may include: | delivery platform for interactive media content, including: internet CD DVD games console kiosk mobile telephone personal digital assistant (PDA) target audience characteristics type of program or product: lifestyle chat and interview talkback news current affairs music interactive game website. |
Text-based content may include: | actual events articles documents dramatic material education and training texts interviews manuals news sources press releases publications. |
Sources may include: | actual events colleagues commercial enterprises federal, state and local government departments fiction imagination industry associations and organisations industry practitioners and technical experts internet life experience 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. |
User data may include: | audience research compiled by external bodies, such as the Australian Bureau of Statistics focus groups personas profiles site feedback site metrics surveys. |
Writing styles may include: | conversational dialogue dramatic formal humorous journalistic plain English whimsical. |
Writing principles may include: | clear and meaningful concise consistent style correct grammar, punctuation and spelling factually accurate logical order. |
Communication principles may include: | communicates the message conveys meaning encourages feedback and interaction meets audience requirements promotes two-way conversation. |
Writing techniques may include: | applying the inverted pyramid avoiding clichés, jargon and slang choosing appropriate words crafting paragraphs crafting sentences creating relevant hyperlinks by using accessible wording to link internal and external content cutting verbiage employing active voice using plain English using the 5 Ws: who, what, when, where and why writing visually for an auditory medium. |
Media assets may include: | 2D animations 3D animations audio graphics photos video. |
Presentation techniques may include: | abstracts blurbs bullet and numbered lists captions formatting headings and subheadings hyperlinks typography. |
Readability tests include: | Flesch-Kinnaid index Gunning Fog index W3C Accessibility standards as they apply to text-based content for interactive media. |
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 |
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| Identify production requirements for content with relevant personnel and according to organisational procedures | |||
| Identify purpose of content and other factors that have implications for the way content will be written | |||
| Identify text-based content that may be incorporated and referenced, and organise copyright clearances as required | |||
| Use a range of additional sources to find information where there are perceived gaps in text-based content | |||
| Identify needs and perspectives of target users and audience with reference to a range of user data | |||
| Generate a range of ideas relevant to purpose of the content to be written | |||
| In consultation with relevant personnel, evaluate and select most appropriate content ideas and writing styles | |||
| Classify, structure and sequence content so that it is easy to read or navigate | |||
| Draft content using writing and communication principles | |||
| Draft content using writing techniques appropriate to purpose of the content | |||
| Provide captions or descriptions for media assets as required | |||
| Apply presentation techniques to enhance readability | |||
| Refine and redraft content until it meets creative requirements | |||
| Proofread content and conduct readability tests if appropriate | |||
| Submit final draft to relevant personnel for consideration and review | |||
| Incorporate feedback from relevant personnel into final content | |||
| Submit content by agreed deadline according to organisational procedures | |||
| Note areas for improvement in own area of responsibility and take action accordingly |
Forms
Assessment Cover Sheet
CUFWRT301A - Write content for a range of media
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
CUFWRT301A - Write content for a range of media
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: