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Evidence Guide: CUFWRT302A - Write simple stories

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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CUFWRT302A - Write simple stories

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

Clarify storytelling requirements

  1. Discuss with relevant personnel storytelling briefs, including target audience, format, timelines and delivery platforms
  2. Identify purpose of dialogue, characters, point of view and setting to help structure storylines
  3. Discuss with relevant personnel possible visual and aural storytelling structures that would meet the requirements of briefs
Discuss with relevant personnel storytelling briefs, including target audience, format, timelines and delivery platforms

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify purpose of dialogue, characters, point of view and setting to help structure storylines

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss with relevant personnel possible visual and aural storytelling structures that would meet the requirements of briefs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare to write stories

  1. Research stories from a range of creative works that may inspire story ideas that meet requirements of briefs
  2. Use information sources to research subject areas
  3. Experiment with linear and non-linear storyline structures
  4. Use imagination to develop ideas for characters, plots and settings
  5. Develop ideas for scenarios, contexts and situations in which characters act, react and resolve
  6. Select story structure and content that best meet requirements of briefs
  7. Seek feedback from relevant personnel on proposed story and refine approach as required
Research stories from a range of creative works that may inspire story ideas that meet requirements of briefs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use information sources to research subject areas

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Experiment with linear and non-linear storyline structures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use imagination to develop ideas for characters, plots and settings

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop ideas for scenarios, contexts and situations in which characters act, react and resolve

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Select story structure and content that best meet requirements of briefs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek feedback from relevant personnel on proposed story and refine approach as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Draft stories

  1. Use a creative writing style appropriate to specified stories
  2. Use tools to draft stories
  3. Use correct grammar, appropriate punctuation and accurate spelling
  4. Proofread copy to check for spelling, grammatical, typographic and other errors
  5. Submit draft stories to relevant personnel for feedback and amend as required
Use a creative writing style appropriate to specified stories

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use tools to draft stories

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use correct grammar, appropriate punctuation and accurate spelling

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Proofread copy to check for spelling, grammatical, typographic and other errors

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Submit draft stories to relevant personnel for feedback and amend as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Refine stories

  1. Participate in the testing of stories in line with agreed criteria
  2. Discuss and confirm with relevant personnel additional requirements or modifications to stories
  3. Complete necessary amendments within agreed timelines
Participate in the testing of stories in line with agreed criteria

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss and confirm with relevant personnel additional requirements or modifications to stories

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Complete necessary amendments within agreed timelines

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:

original linear and non-linear stories written for at least two of the delivery platforms listed in the range statement

ability to write simple stories that engage the target audience and meet the requirements of a storytelling brief.

Context of and specific resources for assessment

Assessment must ensure:

access to word processing software

access to a range of information sources as listed in the range statement

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:

evaluation of simple stories written by the candidate in line with relevant criteria as listed in the range statement

case studies and problem-solving exercises to determine ability to write simple stories that engage the target audience and meet the requirements of a storytelling brief

written or oral questioning to test knowledge of basic elements of a simple story

written or oral questioning to test knowledge of information sources

review of portfolios of evidence and third-party workplace reports of on-the-job performance.

Guidance information for assessment

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

BSBCRT301A Develop and extend critical and creative thinking skills

CUFANM301A Create 2D digital animations.

Required Skills and Knowledge

Required skills

communication and literacy skills sufficient to:

interpret and clarify written or verbal instructions

write simple stories that engage specific audiences

use correct grammar, spelling and punctuation when writing

ability to work as a member of a team - both independently on assignment and under direction

initiative and creativity sufficient to generate simple story ideas in response to a brief

proficient use of word processing and other software tools

self-management and planning skills sufficient to:

prioritise work tasks

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 simple stories

purpose of basic elements of a simple story, including:

dialogue

characters

point of view

setting

media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action

copyright clearance procedures

OHS standards as they relate to working for periods of time on computers

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:

directors

producers

clients

information architects

navigation designers

user interface designers

content experts

other writers

producers

authors

programmers

asset creators

graphic designers

other specialist staff.

Formats may include:

decision trees

script templates

short fiction

short segments for:

plays

musicals

theatre

dance

television or radio programs

newspapers

journals

magazine

storyboards.

Delivery platforms may include:

CD

DVD

film

games console

internet

kiosk

mobile telephone

personal digital assistant (PDA)

print media

television.

Elements of visual and aural storytelling structures may include:

logical progression of visual ideas

music

scene setting and establishment

sound effects

strong link between aural and visual narrative line

visual perspective:

close-ups

wide shots.

Creative works may include:

animations

comics

dance

fiction

films

music lyrics

musicals

newspapers, journals and magazines

non-fiction

plays

radio programs

television programs

theatre.

Information sources may include:

colleagues

commercial enterprises

federal, state and local government departments

industry associations and organisations

industry practitioners and technical experts

internet

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.

Tools may include:

Script Smart

software, such as:

Inspiration

Story Space

word processing software.

Criteria may include:

appropriateness of dialogue

level of engagement with target audience

relevance of story content

soundness of story's structure:

linear

non-linear.