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

CUSIND302A Mapping and Delivery Guide
Plan a career in the creative arts industry

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CUSIND302A - Plan a career in the creative arts industry
Description This unit describes the performance outcomes, skills and knowledge required to identify and evaluate career opportunities in the creative arts industry, including personal skills analysis and portfolio development.
Employability Skills Not applicable
Learning Outcomes and Application This unit applies to people in the creative arts industry who need to plan for realistic career outcomes. They could be entering the industry or interested in moving into areas that build on the skills and knowledge they have already acquired in another field.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable
Competency Field
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: Build industry networks
  • Attend creative arts industry productions and events and identify the commercial value of relevant industry products and services
  • Talk with people in the industry to develop an awareness of typical formal and informal pathways into different job roles
  • Use a range of sources to establish potential contacts and to keep up to date with industry trends and career possibilities
  • Explore and participate in work and work experience opportunities as a way of advancing career possibilities
       
Element: Develop a career plan
  • Seek advice from people working in areas of interest regarding career potential and any specific preparation required
  • Evaluate and align own skills and interests to preferred career pathways within the creative arts industry
  • Clarify additional skills required for preferred career pathways and confirm with relevant personnel
  • Identify and use learning opportunities to maximise career opportunities for occupations within the creative arts industry
  • Align own career aspirations/potential with realistic career goals and discuss with relevant personnel
  • Document and store a career plan and discuss with relevant personnel
       
Element: Develop a skills portfolio
  • In consultation with relevant personnel, plan a portfolio of evidence to meet a range of purposes
  • Identify appropriate presentation methodologies for a portfolio and confirm with relevant personnel
  • Develop a résumé or résumés that promote own ability to meet specific job requirements
  • Maintain portfolio in a format appropriate to creative arts industry work contexts
       


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 ability to:

develop a career plan

develop a skills portfolio

write a personal résumé.

Context of and specific resources for assessment

Assessment must ensure:

access to an environment where:

career information and resources can be evaluated

career plans can be developed and actioned

industry contacts and networks can be safely established and maintained

industry issues and trends can be monitored

skills portfolios can be developed and presented

use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

Method of assessment

The following assessment methods are appropriate for this unit:

case studies to assess candidate's ability to develop timelines and action plans, monitor industry issues and trends, and identify learning opportunities

direct observation of the candidate developing career plans, résumés and skills portfolios

written or oral questioning to assess knowledge of occupations, work tasks and remuneration levels

problem-solving activities to assess ability to align career aspirations with realistic career goals.

Guidance information for assessment

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

CUFIND301A Work effectively in the screen and media industries

CUSIND301A Work effectively in the music industry.


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:

discuss industry issues and trends with colleagues and practitioners

establish and maintain industry networks

present self and skills portfolio to potential employers

use appropriate cultural protocols and industry terminology

learning skills sufficient to:

align own career aspirations with realistic career goals

identify learning opportunities to maximise career goals

seek feedback and integrate constructive advice into career planning

literacy skills sufficient to:

read and understand industry information

write a personal résumé

planning and organisational skills sufficient to prepare a skills portfolio and personal résumé in a logical and clear way

self-management skills sufficient to monitor career aspirations and introduce strategies to improve career potential

problem-solving skills sufficient to plan for factorsaffectingcareer outcomes

technology skills sufficient to access/download career information and resources

Required knowledge

copyright, moral rights, intellectual property and legislation and their impact on the creative arts industry

nature, role and functions of practitioners and industry organisations

OHS requirements relevant to particular work contexts

sources of information on the creative arts industry and ways of maintaining current industry knowledge

understanding of creative arts industry terminology

typical formats for personal résumés

understanding of the following areas and how they apply to day-to-day work activities (in relation to the particular creative arts industry sector in which knowledge is being assessed):

cultural nuances appropriate to selected work contexts

employment opportunities and career pathways into and within the industry

legal issues that affect industry practitioners, negotiations and contracts

occupations, work tasks and levels of remuneration

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.

Creative arts industry productions and events may include:

community activities

conferences

conventions

exhibitions

festivals

functions

performances

professional competitions and awards

trade fairs.

Sources may include:

attending creative arts industry productions and events

career information centres

career resources and websites, such as:

www.career.edu.au

www.careeradviceaustralia.gov.au

www.crsaustralia.gov.au/careerplanning

www.jobguide.dest.gov.au

www.jobjuice.gov.au

www.jobsearch.gov.au

www.myfuture.edu.au

www.realgame.gov.au

electronic and print media providing:

articles

journals

magazines

news

reviews

subscriptions

government publications, including legislation, policy and procedures manuals

industrial relations publications, such as:

bulletins

letters

magazines

newsletters

industry publications, such as:

directories

information sheets

reference books

technical publications

internet

libraries and archives, including text, film, video, sound and graphic

lifestyle and contemporary issues magazines

museums, galleries and studios

peak copyright organisations

personal observations and experience

professional competitions and awards

professional development activities, including conferences, master classes, seminars, symposiums, training programs and workshops

retail and wholesale suppliers of products and services.

Relevant personnel may include:

agents

artist managers

career specialists and advisers

colleagues and peers

community representatives

copyright/legal representatives

current industry practitioners

employee association and union representatives

industry association representatives

industry managers

mentors

professionals from allied areas

speakers at conferences and seminars.

Learning opportunities may include:

coaching, mentoring and supervision

exchange and rotation programs

formal and informal learning programs

industry placement

internal and external training programs

master classes

performance appraisals

personal practice and study

private tuition

seminars

symposiums

traineeships and apprenticeships

work experience

workshops.

Occupations may include:

artistic directors, media producers and presenters:

artistic director

media producer, excluding video

radio presenter

television presenter

designers and illustrators:

graphic designer

illustrator

multimedia designer

web designer

film, television, radio and stage directors:

art director, e.g. film, television or stage

director, e.g. film, television, radio or stage

director of photography

film and video editor

program director, e.g. television or radio

stage manager

technical director

video producer

music professionals:

composer

musical director

musician (instrumental)

singer

other specialist managers:

arts administrator or manager

performing arts technicians:

broadcast transmitter operator

camera operator, e.g. film, television or video

light technician

make-up artist

musical instrument maker or repairer

sound technician

television equipment operator

photographers and miscellaneous technicians:

photographer

photographer's assistant

private tutors and teachers.

Career plan may include:

current and comprehensive industry contact list

journal of achievements and skill development

local and regional support networks

proposed career goals, outcomes and pathways

self-assessment of current and required skills, knowledge and personal attributes

self-assessment of life and work values

timeline and action plan for achieving career goals

timeline and action plan for developing necessary skills and industry networks.

Purpose may include:

job-seeking

further education

life pathway

recognition of prior learning

self-reflection

validation.

Presentation methodologies may include:

CDs and DVDs

digital media presentations, including:

photo slide shows

digital sequences with recorded sound

exhibitions of work in a variety of display spaces

presentation cards, business cards and promotional folders

printed images, e.g. bound in book form or in folios

websites and 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
Attend creative arts industry productions and events and identify the commercial value of relevant industry products and services 
Talk with people in the industry to develop an awareness of typical formal and informal pathways into different job roles 
Use a range of sources to establish potential contacts and to keep up to date with industry trends and career possibilities 
Explore and participate in work and work experience opportunities as a way of advancing career possibilities 
Seek advice from people working in areas of interest regarding career potential and any specific preparation required 
Evaluate and align own skills and interests to preferred career pathways within the creative arts industry 
Clarify additional skills required for preferred career pathways and confirm with relevant personnel 
Identify and use learning opportunities to maximise career opportunities for occupations within the creative arts industry 
Align own career aspirations/potential with realistic career goals and discuss with relevant personnel 
Document and store a career plan and discuss with relevant personnel 
In consultation with relevant personnel, plan a portfolio of evidence to meet a range of purposes 
Identify appropriate presentation methodologies for a portfolio and confirm with relevant personnel 
Develop a résumé or résumés that promote own ability to meet specific job requirements 
Maintain portfolio in a format appropriate to creative arts industry work contexts 

Forms

Assessment Cover Sheet

CUSIND302A - Plan a career in the creative arts industry
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

CUSIND302A - Plan a career in the creative arts industry

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: