Unit of competency Outline
Date retreived
22/07/2026 10:20 AM AWST
22/07/2026 10:20 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Create 3D digital environments
Create 3D digital environments
Unit of competency
National Code
CUFANM502A
CUFANM502A
State Code
D1071
D1071
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
20/06/2014
Field of Education
020115 - Computer Graphics
Original Release Date
20/06/2014
Nominal Hours
60
Description
This unit describes the performance outcomes, skills and knowledge required to create 3D digital environments.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
Clarify work requirements
- 1. With reference to production documentation, determine requirements and purpose for 3D digital environments
- 2. In consultation with relevant personnel, determine work flow sequences to ensure that production schedule deadlines are met
- 3. Select software that best suits the type of production and delivery platform for which 3D digital environments are being created
- 4. Gather and analyse reference materials to help with visualisation of 3D environments
Create 3D digital environments
- 5. Use software features to build a previsualisation of environments in relation to reference materials and submit to relevant personnel for approval
- 6. Build environment models and progressively refine models until they meet design requirements
- 7. Check integrity of models and ensure spatial relationship meets design requirements
- 8. Apply texture coordinates as required
- 9. Create and incorporate matte paintings as required
- 10. Manipulate software features to apply lighting and shaders as required
- 11. Experiment with different lighting rigs and select a rig that meets design requirements
- 12. Continuously refine all aspects of 3D digital environments until the required creative effect is achieved
- 13. Submit environments to relevant personnel for comment on whether production requirements have been met and make final adjustments as required
Finalise projects
- 14. Render and output environments in required format and submit to relevant personnel by agreed deadlines
- 15. Finalise projects according to enterprise procedures, such as making back-up copies of files and completing workplace documentation
- 16. Participate in project evaluations and contribute ideas and suggestions about ways to improve future projects
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.
Production documentation may include:
storyboard
animatics
technical specifications
creative documentation
top-down drawings/maps
concept drawings
architectural drawings.
Requirements may include:
technical specifications
design specifications
creative expectations
output format
assets for integration
timelines
collaboration with other team members.
Purpose of 3D digital environments may be for:
animations
digital simulations, e.g.:
architectural models
e-learning resource
demonstration of processes and procedures
games
film/television productions.
Relevant personnel may include:
3D modeller
matte painter
3D designer or concept artist
art director
project manager
director
producer
supervisor
technical director
head of department
storyboard artist
other technical/specialist personnel.
Software may include:
graphics, e.g.:
Photoshop
Illustrator
3D, e.g.:
3D Studio Max
Maya
Softimage.
Delivery platforms may include:
feature film
broadcast television
games
internet
CD
mobile phone
kiosk
DVD
PDA (personal digital assistant)
other digital devices.
Reference materials may include:
real environments that are to be reproduced digitally
videos
still images
books
direct observation of actions to be simulated in 3D environments
concept drawings and designs.
Progressive refinements may include:
achieving required shape
achieving required topology.
Aspects to be checked for integrity may include:
pivot points
scale of models relative to other components in final sequences
isolated vertices
double faces
resetting transform.
Aspects to be checked for spatial relationship may include:
relevant design principles, e.g.:
balance
proportion
accuracy
functionality
game-play requirements.
Lighting rigs may include:
light domes
global illumination
radiosity
standard lights.
Formats may include:
TIFF
JPEG
IFF
Quicktime
AVI
MPEG
Targa
PNG.
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.
Production documentation may include:
storyboard
animatics
technical specifications
creative documentation
top-down drawings/maps
concept drawings
architectural drawings.
Requirements may include:
technical specifications
design specifications
creative expectations
output format
assets for integration
timelines
collaboration with other team members.
Purpose of 3D digital environments may be for:
animations
digital simulations, e.g.:
architectural models
e-learning resource
demonstration of processes and procedures
games
film/television productions.
Relevant personnel may include:
3D modeller
matte painter
3D designer or concept artist
art director
project manager
director
producer
supervisor
technical director
head of department
storyboard artist
other technical/specialist personnel.
Software may include:
graphics, e.g.:
Photoshop
Illustrator
3D, e.g.:
3D Studio Max
Maya
Softimage.
Delivery platforms may include:
feature film
broadcast television
games
internet
CD
mobile phone
kiosk
DVD
PDA (personal digital assistant)
other digital devices.
Reference materials may include:
real environments that are to be reproduced digitally
videos
still images
books
direct observation of actions to be simulated in 3D environments
concept drawings and designs.
Progressive refinements may include:
achieving required shape
achieving required topology.
Aspects to be checked for integrity may include:
pivot points
scale of models relative to other components in final sequences
isolated vertices
double faces
resetting transform.
Aspects to be checked for spatial relationship may include:
relevant design principles, e.g.:
balance
proportion
accuracy
functionality
game-play requirements.
Lighting rigs may include:
light domes
global illumination
radiosity
standard lights.
Formats may include:
TIFF
JPEG
IFF
Quicktime
AVI
MPEG
Targa
PNG.
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:
creation of 3D digital environments that:
demonstrate efficient use of geometry and attention to detail
meet design requirements
collaborative approach to work
ability to meet deadlines.
Context of and specific resources for assessment
Assessment must ensure:
access to a selection of industry-current software as listed in the range statement
access to simulated or real production situations that require the creation of 3D digital environments
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 a range of 3D digital environments created by the candidate to determine ability to create different kinds of environments
written or verbal 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:
BSBCRT402A Collaborate in a creative process
CUFANM401A Prepare 3D digital models for production
CUVDSP11A Research and apply techniques for illustrative work
CUVVSP16A Research and experiment with techniques to produce drawings.
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:
creation of 3D digital environments that:
demonstrate efficient use of geometry and attention to detail
meet design requirements
collaborative approach to work
ability to meet deadlines.
Context of and specific resources for assessment
Assessment must ensure:
access to a selection of industry-current software as listed in the range statement
access to simulated or real production situations that require the creation of 3D digital environments
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 a range of 3D digital environments created by the candidate to determine ability to create different kinds of environments
written or verbal 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:
BSBCRT402A Collaborate in a creative process
CUFANM401A Prepare 3D digital models for production
CUVDSP11A Research and apply techniques for illustrative work
CUVVSP16A Research and experiment with techniques to produce drawings.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWJ99 | CUAANM502 | Create 3D digital environments | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D202 | CUF50207 | Diploma of Interactive Digital Media | Qualification |
| 7538 | 52046 | Diploma of Interactive Games Development | Accredited course |
| 7547 | 52213 | Diploma of Interactive Games Development | Accredited course |
| J752 | MSF60113 | Advanced Diploma of Interior Design | Qualification |
| D201 | CUF50107 | Diploma of Screen and Media | Qualification |