Produce programs and program segments Evidence Guide

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Evidence Guide: CUFPPM401A - Produce programs and program segments

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

CUFPPM401A - Produce programs and program segments

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

Undertake pre-production

Brief relevant personnel about program content and other production requirements
Collaborate with relevant personnel to determine best way to address technical aspects of productions
Ensure that all research undertaken for programs is reliable and completed by agreed deadlines
Ensure that no program material breaches broadcasting laws or regulations
Ensure that all program material is prepared in line with target audience needs, production requirements and timelines
Structure programs to build and maintain audience interest throughout
Identify and organise appropriate interviewees, contributors and talent for programs
Identify back-up items to cover unforeseen shortfalls in program content

Brief relevant personnel about program content and other production requirements

Completed
Date:

Teacher:

Evidence:

Collaborate with relevant personnel to determine best way to address technical aspects of productions

Completed
Date:

Teacher:

Evidence:

Ensure that all research undertaken for programs is reliable and completed by agreed deadlines

Completed
Date:

Teacher:

Evidence:

Ensure that no program material breaches broadcasting laws or regulations

Completed
Date:

Teacher:

Evidence:

Ensure that all program material is prepared in line with target audience needs, production requirements and timelines

Completed
Date:

Teacher:

Evidence:

Structure programs to build and maintain audience interest throughout

Completed
Date:

Teacher:

Evidence:

Identify and organise appropriate interviewees, contributors and talent for programs

Completed
Date:

Teacher:

Evidence:

Identify back-up items to cover unforeseen shortfalls in program content

Completed
Date:

Teacher:

Evidence:

Produce program segments

Ensure that all program material for segments is recorded in line with running sheets
Review recorded program segments to determine if they meet production requirements and re-record as required
Complete documentation related to program segments in accordance with enterprise procedures
Submit program segments for broadcast to relevant personnel

Ensure that all program material for segments is recorded in line with running sheets

Completed
Date:

Teacher:

Evidence:

Review recorded program segments to determine if they meet production requirements and re-record as required

Completed
Date:

Teacher:

Evidence:

Complete documentation related to program segments in accordance with enterprise procedures

Completed
Date:

Teacher:

Evidence:

Submit program segments for broadcast to relevant personnel

Completed
Date:

Teacher:

Evidence:

Produce programs

Check with relevant personnel that all production facilities are operational before recording or going live
Provide presenters with advice, direction and feedback to ensure that interaction with interviewees, contributors and talent meets production requirements
Cue guests and other content in a timely fashion
Advise relevant personnel of technical problems as they occur to minimise disruption to program flow
Monitor pace and flow of programs and take action to bring them back on track if necessary
If producing live broadcasts, allow time for presenters to respond appropriately before the end of programs to any issues that arise
Submit programs for broadcast to relevant personnel

Check with relevant personnel that all production facilities are operational before recording or going live

Completed
Date:

Teacher:

Evidence:

Provide presenters with advice, direction and feedback to ensure that interaction with interviewees, contributors and talent meets production requirements

Completed
Date:

Teacher:

Evidence:

Cue guests and other content in a timely fashion

Completed
Date:

Teacher:

Evidence:

Advise relevant personnel of technical problems as they occur to minimise disruption to program flow

Completed
Date:

Teacher:

Evidence:

Monitor pace and flow of programs and take action to bring them back on track if necessary

Completed
Date:

Teacher:

Evidence:

If producing live broadcasts, allow time for presenters to respond appropriately before the end of programs to any issues that arise

Completed
Date:

Teacher:

Evidence:

Submit programs for broadcast to relevant personnel

Completed
Date:

Teacher:

Evidence:

Contribute to program planning

Debrief with relevant personnel about how well programs achieved creative and technical goals
Incorporate suggestions for improvement into future programs
Generate ideas for programs, looking always for fresh angles and perspectives on topics
Discuss ideas with relevant personnel and seek approval to follow through into production

Debrief with relevant personnel about how well programs achieved creative and technical goals

Completed
Date:

Teacher:

Evidence:

Incorporate suggestions for improvement into future programs

Completed
Date:

Teacher:

Evidence:

Generate ideas for programs, looking always for fresh angles and perspectives on topics

Completed
Date:

Teacher:

Evidence:

Discuss ideas with relevant personnel and seek approval to follow through into production

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 integrate a number of different tasks simultaneously when producing programs ability to analyse and use research material effectively when producing programs covering a range of topics programs recorded over a period of time that demonstrate an ability to structure content in a way that maintains audience interest ability to lead and motivate a small team.
Context of and specific resources for assessment	Assessment must ensure: access to media production facilities to record programs and program segments access to video or audio playback equipment to enable evaluation of recordings by the 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 evaluation of programs produced by the candidate, including discussion with candidate about the process followed to produce the programs observation of the candidate producing programs or program segments 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: CUFDRT401A Direct television programs and segments CUFRES401A Conduct research CUFWRT403A Write narration and current affairs material.

Required Skills and Knowledge

Required skills

well-developed communication and literacy skills sufficient to:

deliver clear briefings to production staff and program guests

provide clear verbal and non-verbal cues during productions

interact appropriately with people from diverse cultural backgrounds, particularly in sensitive situations

interpret and complete workplace documentation

teamwork skills sufficient to:

foster cooperation and creative synergy within production teams

give and receive constructive feedback on performance

technical skills sufficient to:

use common features of word processing, spreadsheet and database applications

direct the editing of program segments

use two-way communication devices

aural discrimination skills sufficient to ensure that sound levels are consistent

in a television context, visual discrimination skills in relation to advising on the overall look of visual content

initiative and flexibility sufficient to:

resolve unexpected problems

generate and realise ideas that lead to programs that engage, entertain and inform audiences

manage a range of tasks concurrently

self-management and planning skills sufficient to:

work under pressure and meet deadlines

manage work calmly and effectively to achieve goals and results

well-developed organisational and administrative skills

numeracy skills sufficient to interpret budgets and cost estimates

Required knowledge

industry knowledge, including:

roles and responsibilities of personnel

sound understanding of artistic and technical elements of programs

issues and challenges that arise in producing programs

audience behaviour patterns, including principles behind building and maintaining audiences

sound understanding of common law and broadcasting regulations as listed in the range statement

OHS standards as they relate to the operations of a television or radio station

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.
Relevant personnel may include:	announcers broadcasters clients contestants interview subjects journalists performers presenters producers program hosts program managers and directors sales representatives technical directors other technical/specialist staff.
Production requirements may include:	attributions audience budget capabilities of the studio confidentiality content contractual copyright deadlines direct quotes duration ethics intellectual property interviews location purpose schedule style.
Technical aspects may include:	archival sources audio and video streaming music online follow-up, e.g. chat forums podcasting sound effects special effects stereo imaging tone of voice visual effects voices - speaking and choral.
Programs may include:	documentaries live events and performances magazine and chat music news and current affairs online special features and forums sporting events talkback.
Program material may include:	comedy segments commercials community announcements current affairs drama segments front and back announcements interviews music news pre-recorded segments sound effects sponsorship announcements sports segments telephone calls.
Broadcasting laws or regulations may include:	broadcasting codes of practice contempt of court copyright defamation intellectual property obscenity privacy legislation program classification and content standards racial vilification.
Target audience needs may include:	access and representation education entertainment information understanding.
Contributors and talent may include:	academics artists community representatives contestants government representatives historians members of the general public news-makers performers philosophers scientists sports people topic specialists.
Documentation may include:	on-air front and back announcements cue sheets log sheets program documentation, including: broadcast date and time track numbers plot and thematic information master and copy.
Production facilities may include:	live feeds outside broadcast equipment studio equipment for television and radio: control booth equipment talkback and telephone.

NTISthis.com

Evidence Guide: CUFPPM401A - Produce programs and program segments

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUFPPM401A - Produce programs and program segments

Undertake pre-production

Produce program segments

Produce programs

Contribute to program planning

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _