Unit of competency Outline
Date retreived
22/07/2026 5:29 PM AWST
22/07/2026 5:29 PM 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 and combine 3-D digital games and components
Create and combine 3-D digital games and components
Unit of competency
National Code
ICAGAM520A
ICAGAM520A
State Code
D7823
D7823
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
04/11/2011
Field of Education
020103 - Programming
Original Release Date
04/11/2011
Nominal Hours
30
Description
This unit describes the performance outcomes, skills and knowledge required to create and combine 3-D components.
Notes
Elements and Performance Criteria
1. Determine model creation requirements
- 1.1 Analyse design requirements and production documentation
- 1.2 Select 3-D modelling software tools that best suit the type of production for which 3-D digital models are being created
2. Create 3-D digital models using a variety of modelling techniques
- 2.1 Determine most efficient modelling methodology
- 2.2 Apply a variety of modelling techniques
- 2.3 Create 3-D digital models
- 2.4 Progressively refine and check integrity of models
3. Combine 3-D models to create a scene
- 3.1 Combine 3-D models to create a scene based on design requirements
- 3.2 Submit models to relevant personnel for comment on whether production requirements have been met and make final adjustments if required
4. Render 3-D digital models using appropriate render engine
- 4.1 Test rendering scene and adjust settings
- 4.2 Render final 3-D scene
- 4.3 Submit final model renders to relevant personnel
5. Back up work
- 5.1 Make backup copies of files
- 5.2 Complete workplace documentation according to predetermined procedures
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:
animatics
concept art
storyboard
technical specifications.
3-D modelling software tools may include:
3ds Max
Blender
Cinema 4D
Houdini
Lightwave
Maya
Modo
XSI
ZBrush.
3-D digital models may include:
any 3-D composite models within the used 3-D software space.
Modelling techniques may include:
Array
Boolean
Cloning
Connect object
Extrude
Instance
Lathe
Loft
NURB
Sweep
Symmetry.
Progressively refine may include:
achieving required object topology.
Integrity may include:
combine
scale of models relative to other components in final required shape
transform.
Personnel may include:
animators
concept artists
game-play designers
graphic designers
instructional designers
modellers
motion capture technicians
other specialist staff
other technical staff
producers
programmers
project manager
sound engineers
team members
technical director
writers.
Requirements may include:
assets for integration
collaboration with other team members
creative expectations
design specifications
output format
technical specifications
time lines.
Production documentation may include:
animatics
concept art
storyboard
technical specifications.
3-D modelling software tools may include:
3ds Max
Blender
Cinema 4D
Houdini
Lightwave
Maya
Modo
XSI
ZBrush.
3-D digital models may include:
any 3-D composite models within the used 3-D software space.
Modelling techniques may include:
Array
Boolean
Cloning
Connect object
Extrude
Instance
Lathe
Loft
NURB
Sweep
Symmetry.
Progressively refine may include:
achieving required object topology.
Integrity may include:
combine
scale of models relative to other components in final required shape
transform.
Personnel may include:
animators
concept artists
game-play designers
graphic designers
instructional designers
modellers
motion capture technicians
other specialist staff
other technical staff
producers
programmers
project manager
sound engineers
team members
technical director
writers.
Requirements may include:
assets for integration
collaboration with other team members
creative expectations
design specifications
output format
technical specifications
time lines.
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 ability to:
create and combine 3-D components to build a scene
produce final render of the scene.
Context of and specific resources for assessment
Assessment must ensure access to:
computer hardware, software, games engines and file storage
copyright and intellectual property legislation
OHS legislation and enterprise policy
appropriate learning and assessment support when required
modified equipment for people with special needs.
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:
review of the nominated techniques applied to selectedsubject matter
direct observation of the candidate using 3-D modelling software
review of work activities that show research and reference sourcing to gain best modelling effect
review of written and verbal reports or documentation showing modelling plan
evaluation of portfolios of evidence
evaluation of 3-D scene render.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate.
Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.
Indigenous people and other people from a non-English speaking background may need additional support.
In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
create and combine 3-D components to build a scene
produce final render of the scene.
Context of and specific resources for assessment
Assessment must ensure access to:
computer hardware, software, games engines and file storage
copyright and intellectual property legislation
OHS legislation and enterprise policy
appropriate learning and assessment support when required
modified equipment for people with special needs.
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:
review of the nominated techniques applied to selectedsubject matter
direct observation of the candidate using 3-D modelling software
review of work activities that show research and reference sourcing to gain best modelling effect
review of written and verbal reports or documentation showing modelling plan
evaluation of portfolios of evidence
evaluation of 3-D scene render.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate.
Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.
Indigenous people and other people from a non-English speaking background may need additional support.
In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AUT94 | ICTGAM520 | Create and combine 3-D digital games and components | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D568 | ICA50211 | Diploma of Digital and Interactive Games | Qualification |
| D567 | ICA50111 | Diploma of Information Technology | Qualification |