Unit of competency Outline
Date retreived
22/07/2026 8:23 AM AWST
22/07/2026 8:23 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 models
Create 3D digital models
Unit of competency
National Code
CUFANM303A
CUFANM303A
State Code
D1066
D1066
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
10/09/2014
Field of Education
020115 - Computer Graphics
Original Release Date
10/09/2014
Nominal Hours
75
Description
This unit describes the performance outcomes, skills and knowledge required to create 3D digital models.This unit is a prerequisite for:CUFANM401A Prepare 3D digital models for production.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, clarify requirements and purpose for 3D digital models
- 2. In consultation with relevant personnel, clarify 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 models are being created
- 4. Gather and analyse reference materials to help with visualisation of 3D models
Create 3D digital models
- 5. Use software features to block out models to determine correct proportions in relation to reference materials
- 6. Manipulate software features to apply basic lighting and shaders as required
- 7. Ensure that models' topology allows appropriate deformation, as required
- 8. Progressively refine and check integrity of models until they meet design requirements
- 9. Submit models to relevant personnel for comment on whether production requirements have been met and make final adjustments as required
- 10. Render and output models in required format and submit to relevant personnel by agreed deadlines
- 11. Make back-up copies of files and complete workplace documentation according to enterprise procedures
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:
animatics
brief
storyboard
technical specifications.
Requirements may include:
assets for integration
collaboration with other team members
creative expectations
design specifications
output format
technical specifications
timelines.
Purpose of 3D digital models may be for:
animations
digital simulations, e.g.:
architectural models
e-learning resources
demonstration of processes and procedures.
Relevant personnel may include:
3D designer or concept artist
3D modeller
art director
director
head of department
matte painter
producer
project manager
storyboard artist
supervisor
technical director
other technical/specialist personnel.
Production may include:
animated productions
commercials
digital media products, e.g.:
simulations
games
e-learning resources
virtual worlds/environments
documentaries
feature films
filmed events or performances
music video
short films
television productions.
Software may include:
3D, e.g.:
3D Studio Max
Maya
Softimage
graphics, e.g.:
Photoshop
Illustrator.
Delivery platforms may include:
broadcast television
CD
DVD
film
internet
Kiosk
mobile phone
PDA (personal digital assistant)
other digital devices.
Reference materials may include:
books
concept drawings and designs
direct observation of actions to be simulated in 3D models
real object on which models are to be based
still images
videos.
Progressive refinements may include:
achieving required shape
achieving required topology.
Aspects to be checked for integrity may include:
double faces
isolated vertices
pivot points
resetting transform
scale of models relative to other components in final sequences.
Formats may include:
AVI
IFF
JPEG
MPEG
PNG
Quicktime
Targa
TIFF.
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
brief
storyboard
technical specifications.
Requirements may include:
assets for integration
collaboration with other team members
creative expectations
design specifications
output format
technical specifications
timelines.
Purpose of 3D digital models may be for:
animations
digital simulations, e.g.:
architectural models
e-learning resources
demonstration of processes and procedures.
Relevant personnel may include:
3D designer or concept artist
3D modeller
art director
director
head of department
matte painter
producer
project manager
storyboard artist
supervisor
technical director
other technical/specialist personnel.
Production may include:
animated productions
commercials
digital media products, e.g.:
simulations
games
e-learning resources
virtual worlds/environments
documentaries
feature films
filmed events or performances
music video
short films
television productions.
Software may include:
3D, e.g.:
3D Studio Max
Maya
Softimage
graphics, e.g.:
Photoshop
Illustrator.
Delivery platforms may include:
broadcast television
CD
DVD
film
internet
Kiosk
mobile phone
PDA (personal digital assistant)
other digital devices.
Reference materials may include:
books
concept drawings and designs
direct observation of actions to be simulated in 3D models
real object on which models are to be based
still images
videos.
Progressive refinements may include:
achieving required shape
achieving required topology.
Aspects to be checked for integrity may include:
double faces
isolated vertices
pivot points
resetting transform
scale of models relative to other components in final sequences.
Formats may include:
AVI
IFF
JPEG
MPEG
PNG
Quicktime
Targa
TIFF.
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 models 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 models
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 models created by the candidate to determine ability to create models for different kinds of objects
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:
CUFANM302A Create 3D digital animations
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 models 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 models
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 models created by the candidate to determine ability to create models for different kinds of objects
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:
CUFANM302A Create 3D digital animations
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 |
|---|---|---|---|
| AWF65 | CUAANM303 | Create 3D digital models | Unit of competency |