Create and tell stories

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CUAPRF301, 'Create and tell stories'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Reference books for 'Create and tell stories' on This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to for every purchase, so go nuts :)

Elements and Performance Criteria


Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Analyse major story-telling traditions

1.1 Identify structural characteristics and formats of major story-telling styles

1.2 Compare historical and cultural purposes of stories and the relationships between styles of story-telling, storyteller and audience

1.3 Research current methods of story-telling, including stories from different cultures

2. Analyse the narrative form in theatre

2.1 Analyse influences in the development of narrative form and process in story-telling as used in contemporary theatrical forms

2.2 Determine roles of meaning and symbols, characters and characterisation in narrative in a theatrical context

2.3 Determine the stages of the story writing process in designing stories

2.4 Determine the way that writing elements of a style or piece of text are combined and used

3. Use performance techniques to communicate story to audiences

3.1 Interpret meaning and symbols in a variety of dramatic texts, styles and performance circumstances

3.2 Create stories from different themes and develop a performance

3.3 Perform using improvisation abilities to apply vocal expression and performance techniques, both alone and in a group

3.4 Observe correct protocols and maintain cultural integrity where text and stories containing cultural content are used in performances

3.5 Use feedback from relevant personnel to review performance and develop strategies for improvement