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Evidence Guide: CUFAIR201A - Develop techniques for presenting information on radio

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUFAIR201A - Develop techniques for presenting information on radio

What evidence can you provide to prove your understanding of each of the following citeria?

Identify the elements of effective on-air presentation

  1. Listen to a range of radio programs and identify factors that might attract or alienate listeners
  2. Discuss ideas about effective presentation styles with colleagues and/or mentors
  3. Identify factors that foster a positive relationship between presenter and listeners
Listen to a range of radio programs and identify factors that might attract or alienate listeners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss ideas about effective presentation styles with colleagues and/or mentors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify factors that foster a positive relationship between presenter and listeners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop techniques for reading scripted material

  1. Use full vocal range and vary the pace of delivery as an aid in reading scripted material in a natural way
  2. Use loudness and softness as an aid in communicating a message
  3. Break sentences into logical chunks based on content as a way of emphasising key information
  4. Check and use the correct pronunciation of words
Use full vocal range and vary the pace of delivery as an aid in reading scripted material in a natural way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use loudness and softness as an aid in communicating a message

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Break sentences into logical chunks based on content as a way of emphasising key information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check and use the correct pronunciation of words

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop techniques for communicating effectively with listeners

  1. Speak to listeners in a conversational, one-on-one manner
  2. Use own personality to create rapport with, and respect of, listeners
  3. Practise moving naturally between short improvised pieces and scripted material
  4. Imagine yourself as a listener and present information in a way that would draw you into the message being conveyed
  5. In consultation with relevant personnel, experiment with microphone placement to determine the optimum position for achieving correct audio levels
Speak to listeners in a conversational, one-on-one manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use own personality to create rapport with, and respect of, listeners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise moving naturally between short improvised pieces and scripted material

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Imagine yourself as a listener and present information in a way that would draw you into the message being conveyed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In consultation with relevant personnel, experiment with microphone placement to determine the optimum position for achieving correct audio levels

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to on-air programs

  1. Rehearse scripted material to be presented live or pre-recorded
  2. With the assistance of relevant personnel, record scripted material according to production requirements
  3. Evaluate own performance and seek feedback from colleagues to identify areas for improvement
  4. Record material again as required
  5. Deliver finished recording to relevant personnel according to station operating procedures
  6. Present agreed program segments live to air in conjunction with experienced broadcasters
Rehearse scripted material to be presented live or pre-recorded

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

With the assistance of relevant personnel, record scripted material according to production requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate own performance and seek feedback from colleagues to identify areas for improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record material again as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver finished recording to relevant personnel according to station operating procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present agreed program segments live to air in conjunction with experienced broadcasters

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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

Range Statement

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.