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Evidence Guide: CUFPPM301A - Plan and prepare programs

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!

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CUFPPM301A - Plan and prepare programs

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

Plan program content

  1. Identify items to include in programs in line with program profile and in consultation with team members
  2. Focus on perspective of audience when deciding on format of program content
  3. Identify information sources for program content
  4. Set deadlines for preparation of material in consultation with team members
  5. Identify back-up items to cover unforeseen shortfalls in content
  6. Identify material that could result in a breach of laws or regulations and resolve issues in consultation with relevant personnel
  7. Book production facilities and equipment required to prepare program content
Identify items to include in programs in line with program profile and in consultation with team members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Focus on perspective of audience when deciding on format of program content

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify information sources for program content

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set deadlines for preparation of material in consultation with team members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify back-up items to cover unforeseen shortfalls in content

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify material that could result in a breach of laws or regulations and resolve issues in consultation with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Book production facilities and equipment required to prepare program content

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assemble program items

  1. Write draft content as required observing the conventions of writing broadcast copy
  2. Seek feedback on draft copy from relevant personnel and revise accordingly
  3. Determine a sequence for program items with the aim of maximising audience attention span
  4. Use running sheets to document timing of all items within the total time allocated to programs
  5. Collect items from other team members as required
  6. Submit all presentation material and completed documentation to relevant personnel by agreed deadlines
Write draft content as required observing the conventions of writing broadcast copy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback on draft copy from relevant personnel and revise accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine a sequence for program items with the aim of maximising audience attention span

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use running sheets to document timing of all items within the total time allocated to programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect items from other team members as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Submit all presentation material and completed documentation to relevant personnel by agreed deadlines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to evaluation of programs

  1. Participate in debriefing sessions about the effectiveness of programs
  2. Note areas for improvement in own area of responsibility and take action accordingly
  3. Note ideas for future program content and follow up as required
Participate in debriefing sessions about the effectiveness of programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Note areas for improvement in own area of responsibility and take action accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Note ideas for future program content and follow up as required

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:

efficient preparation of program content within given parameters on a regular basis

collaborative approach to work

ability to work under pressure and to meet deadlines.

Context of and specific resources for assessment

Assessment must ensure:

access to production situations that require the preparation of program content

access to current information about, and persons able to advise on, laws and regulations that apply to broadcasting

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 program outlines and running sheets prepared 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:

CUFRES201A Collect and organise content for broadcast or publication

CUFSOU302A Compile audio material for broadcast

CUFWRT301A Write content for a range of media.

Required Skills and Knowledge

Required skills

communication and teamwork skills sufficient to:

clarify program content requirements

work as a member of a production team - both independently and under direction

use information networks

organisational and self-management skills sufficient to prepare program content within tight timeframes

aural and visual discrimination skills sufficient to determine whether technical quality of material is acceptable for broadcast

literacy skills sufficient to write routine presentation material

numeracy skills sufficient to fit all content items into allocated program time

Required knowledge

industry knowledge, including:

roles and responsibilities of production team members

industry terminology

issues and challenges that arise in writing content

typical structures for on-air presentation, e.g. continuity, light and shade, pace, content to match time of day, and duration of segments

basic understanding of common law and broadcasting codes of practice sufficient to identify issues that could lead to legal action

OHS standards as they relate to working in a broadcasting environment

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.

Items may include:

archival material

comedy segments

commercials

community announcements

drama segments

front and back announcements

interviews

live crosses

music

news

sponsorship announcements

sports programs

telephone calls

traffic reports

weather reports.

Elements of a program profile may include:

duration

style of program

target audience

time of broadcast.

Aspects to consider in relation to format may include:

level of language used to present information

mix of content in terms of:

story angles

emotional appeal of content

objective or subjective presentation of information

opinions aired by presenters, guests and interviewees

music

talk

personalities

forward promotion of items

packaging of information, e.g. in manageable 'chunks'.

tone of presentation.

Information sources may include:

broadcast news and current affairs

colleagues

community organisations

government departments

industry professional associations

internet

literature

manufacturers

people involved in events

personal observations and experience

print media

reference material in libraries, museums and galleries.

Laws or regulations may include:

broadcasting codes of practice

contempt of court

copyright

defamation

obscenity

privacy legislation

racial vilification.

Relevant personnel may include:

broadcasters

directors

editorial staff

legal advisers

producers

production managers

program managers

reporters

station managers

supervisors

technical staff

volunteers' coordinators

writers.

Content to be written may include:

basic interview questions

copy to forward promote items

intros and outros

links.

Conventions of writing broadcast copy may include:

active voice

brevity

conversational style:

use of first and second person

contracted verb forms, e.g. didn't, you've, etc.

repetition or summary of key message

short sentences

visual writing.

Presentation material may include:

giveaways

music CDs

recorded material

scripted items.

Documentation may include:

Australasian Performing Rights Association (APRA) log sheets

cue sheets, including intro and outro cues, and duration

release forms

running sheets.