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 CUFDRT601A, 'Establish the creative vision for screen productions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Establish the creative vision for screen productions' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Review and interpret scripts. | 1.1. Read available drafts of scripts and arrange meetings with appropriate creative personnel to discuss potential interpretations of the vision. 1.2. Assess the intended creative aims of scripts, define proposed objectives and explore how they may be realised visually or through the use of sound. 1.3. Generate and consider a range of ideas for visualising scripts until a clear narrative emerges. 1.4. Identify research and reference materials to inform creative directions and to assist in providing the context for productions. 1.5. Review script drafts in collaboration with writers, agree on the need for any rewrites and organise timetables for completions. 1.6. Prepare clear development notes for script writers to produce script re-drafts as required. 1.7. Document perceived visual and dramatic elements in scripts as the basis for shot plans. |
2. Prepare shot plans to realise visual narrative. | 2.1. 1.1 Mark up working script into its component scenes and identify key dramatic elements and technical parameters within each scenic unit. 2.2. Plot key dramatic elements within each scene and between scenes to realise the transformation of the written narrative into its visual representation. 2.3. Consider the whole of the narrative and scenes to determine the location of characters and other elements for each individual shot. 2.4. Assess the photographic qualities of proposed shots and how they may impact on interpreting the story overall and within each scene. 2.5. Ensure overall shot plans allow both narrative and visual aspects to be controlled and carried forward to meet overall production requirements. 2.6. Discuss shot plans with relevant production personnel prior to development of any storyboards. |
3. Review and communicate proposed shot plan. | 3.1. Identify and document areas of productions that may be affected by script versions and discuss changes with colleagues. 3.2. Arrange sign-off for final script with producers if applicable and ensure it is distributed to relevant creative personnel. 3.3. Maintain an ongoing review of script and shot plans and organise for any further rewrites while production is underway. 3.4. Provide relevant production personnel with appropriate documentation, including latest version of script or script updates as applicable. |