Elements and Performance Criteria

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.
Technical skills may include:
maintaining broadcast systems
operating film projection and television equipment
operating master control systems
operating sound equipment to record, enhance, mix and amplify sound in support of television, radio, film, video and the performing arts
planning and installing broadcast studios and equipment
positioning and controlling lighting equipment for stage, television, video or film productions
recording, editing, mixing and preparing material for broadcast
restoring and preserving film and sound material
setting up and maintaining broadcast transmission facilities
setting up and operating cameras for film, television and video productions.
Critical thinking techniques may include:
analysing and evaluating actions and policies
clarifying issues, values and standards
comparing analogous situations
comparing and contrasting ideals with practice
comparing and evaluating beliefs, interpretations and theories
developing criteria for evaluation
distinguishing relevant from irrelevant facts
examining and evaluating assumptions
exploring implications and consequences
generating and assessing solutions
making interdisciplinary connections
making plausible inferences and predictions
noting significant similarities and differences
reading and listening critically
recognising contradictions
transferring insights to new contexts
using critical vocabulary.
Sources of information may include:
copyright and legal representatives
discussions with innovative industry practitioners
electronic and print media (e.g. news, reviews and articles)
employee association, union representatives and other sources of industrial relations information
events (industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals and social events)
government bodies and associated publications
induction kits
industry associations
internet
libraries and archives
personal observations and experience
policy and procedures manuals
professional development opportunities, such as:
awards
competitions
conferences
exhibitions
master classes
seminars
symposiums
training programs
workshops
reference books, industry information sheets, magazines and journals
retail and wholesale suppliers of products and services
technical publications.
Trends and emergent technologies may include:
advances in equipment and technology, including:
lighting, camera and sound equipment
film projection and television equipment
radio and television broadcast transmitters
broadcast facilities and equipment
film and sound archiving technologies
alliances with allied technologies and businesses
changing nature of the marketplace, including:
business structures and operational strategies
new markets (market contraction or expansion)
new terminology
social, political and environmental developments.
Relevant personnel may include:
broadcasters
camera personnel
designers
directors
editorial staff
floor managers
graphics personnel
legal advisers
lighting personnel
technical staff, e.g. maintenance
producers
production managers
program managers
reporters
sound personnel
special effects staff
station managers
supervisors
technical directors
video operators
volunteers' coordinators
writers.

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:
ability to evaluate own technical and conceptual skills against planned strategies and career goals
application of planned strategies to develop and enhance own technical and conceptual skills
ability to research trends and emergent technologies within the screen and media industries
use of discussion and evaluation opportunities to inform and develop own technical and conceptual skills.

Context of and specific resources for assessment
Assessment must ensure:
access to an environment where conceptual ideas can be critiqued and reviewed with relevant personnel
access to an environment where technical and conceptual skills can be developed and enhanced
access to appropriate technology and sources of information to research trends and emergent technologies within the screen and media industries
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
direct observation of the candidate developing and enhancing technical and conceptual skills
written or oral questioning to test knowledge of developing screen and media specialist expertise
case studies to assess candidate's ability to research trends and emergent technologies
problem-solving activities to assess candidate's critical thinking skills.

Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBREL401A Establish networks
BSBOHS407A Monitor a safe workplace
BSBCRT402A Collaborate in a creative process
BSBCRT401A Articulate, present and debate ideas.